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GCE AS/A2
In
S P E C I F I C A T I O N S
Advanced Subsidiary General Certificate of Education in ICT (3 Unit) Advanced Subsidiary Certificate of Education in ICT (6 Unit Double Award)
Advanced General Certificate of Education in ICT (6 Unit Single Award) Advanced General Certificate of Education in ICT (12 unit Double Award)
For first teaching from September 2006
For first AS Certification in Summer 2007
For first A2 Certification in Summer 2008
Applied Information and Communication Technology
CCEA GCE ICT – from September 2006 CONTENTS Page Foreword
Summary of Assessment Information
Section 1: Introduction 1 1.1 Rationale 1 1.2 Characteristics of the course 2 1.3 Aims 2 1.4 Progression 3 1.5 Key Skills 3 1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links 3
Section 2: Assessment Unit Content and Design 4 2.1 List of compulsory and optional units 4
Section 3: Assessment and Certification 6 3.1 Assessment objectives 6 3.2 Assessment weightings 7 3.3 Availability of Assessment Windows 9 3.4 Prohibited combinations 10 3.5 Candidates with Particular Requirements 10 3.6 Evidence of learning and Internal Assessment 10 3.7 Standardisation and Moderation 11 3.8 Conduct of the Awarding Process 11 3.9 Aggregation and Grading 11 3.10 Converting Uniform Marks to Grades 12 3.11 Certification 14
Section 4: Content 15 4.1 Structure of an assessment unit 15 4.2 Quality of written communication in English 15 4.3 Detailed content 15 AS Unit 1: Information and Communication 16 AS Unit 2: Software Applications and Tools 32 AS Unit 3: Organisations and Information Systems 38 AS Unit 4: Web Design 51 AS Unit 5: Spreadsheets for Business Applications 61 AS Unit 6: Internet and Business 73 A2 Unit 7: Investigating Systems 86 A2 Unit 8: Database Development 92 A2 Unit 9: Website Design and Management 104 A2 Unit 10: Multimedia Technology 116 A2 Unit 11: Application Software Development 126 A2 Unit 12: Visual Programming 136 A2 Unit 13: Networking and Communication 147 A2 Unit 14: Implementing a Business Solution 152
Section 5: Performance Descriptions 161
Section 6: Guidance and Support Materials 167
Section 7: Evidence for Key Skills 168
CCEA GCE ICT – from September 2006 Foreword
This specification for CCEA’s GCE ICT programme is available for teaching from September 2006. The specifications have been devised in consultation with teachers in schools, tutors in Institutes of Further and Higher Education and practitioners working in the ICT sector. As with all work-related programmes, centres must ensure compliance with all relevant Health and Safety legislation with regard to facilities, equipment and appropriately trained staff. Support materials for this specification are available on the CCEA website www.ccea.org.uk under GCE Specifications.
CCEA GCE ICT – from September 2006 Summary of Assessment Information
Unit
Title
Overview
Mode of Assessment
AS Unit 1
Information and Communication
This unit will help candidates understand the importance of information and communication within an organisation. Skills in writing, in the use of language, in the selection and manipulation of data as well as in the use of different modes and styles of presentation will be developed. The unit will focus on the nature of information in organisations, on how it is gathered, presented, communicated and used effectively to support the organisation. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
AS Unit 2
Software Applications and Tools
This unit will develop skills and understanding in the most commonly used software applications and communications technology. Candidate will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context.
External Computer Based
Examination 21/2 hour paper
16 2/3 %
AS Unit 3
Organisations and Information Systems
This unit will help develop an understanding of organisations and the information systems necessary for their support. It will examine the nature of organisations and how they are structured and managed. The unit will help candidates understand how information and ICT systems support the business function. Management information and its use in a business environment will be considered. The unit will look at how information is gathered, managed, communicated and exchanged effectively to support an organisation. It will also consider how information and the surrounding ethical, legal and health and safety issues impact on an organisation. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
CCEA GCE ICT – from September 2006
Unit Title Overview Mode of Assessment
AS Unit 4
Web Design This unit will help to develop understanding of the Internet, the technology that supports it and the surrounding systems and services. Candidates will consider a range of options for creating web pages along with the various components involved. They will learn about Internet and Intranet environments as well as the security issues involved. Candidates will learn how to develop web pages using appropriate software. They will learn about the relevance and importance of an e-presence to a business organisation. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
AS Unit 5
Spreadsheets for Business Applications
This unit will develop skills in the use and application of spreadsheet software in a business context. It will require the determination and agreement of user requirements, the specification and design of working solutions using a range of functions and facilities, appropriate presentation of data, testing, acceptance testing, evaluation and documentation of solutions. Candidates will reflect on their solutions and identify areas for development and improvement. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
AS Unit 6
Internet and Business
This unit will require candidates to develop a detailed understanding of the Internet in a business environment. Candidates will be expected to understand the vast potential of e-commerce and the effect on the economy. Candidates will consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
CCEA GCE ICT – from September 2006
Unit Title Overview Mode of Assessment
A2 Unit 7
Investigating Systems
In this unit candidates will learn why it is important to fully understand the systems development process, the role of Systems Analysis and Design and the importance of the User, in the creation of the best working solutions to business problems. This unit will help develop analysis and design skills using a range of tools and techniques that can be applied in the investigation of systems. Candidates will examine the stages involved in the systems development process and consider the associated documentation including, project plans, feasibility reports, systems specifications and test plans. Candidates will examine and evaluate a range of methods and tools used in the systems investigation process. They will consider alternative solutions and recommendations and appreciate the risks and costs involved. Candidates will be required to work with others to examine issues and to enhance their understanding of possible systems solutions. They will be required to develop and apply project management skills to their work. This is a synoptic unit and brings together and makes connections with the areas of knowledge, skills and understanding covered within the specification. Candidates will be required to examine and apply standard ways of working in this context.
External 2 hour paper
16 2/3 %
A2 Unit 8
Database Development
This unit will examine database technology and develop database skills. It will introduce database and modelling concepts. Candidates will be required to understand normalisation to third level, relational database structures, queries and the development of a relational database to implement a model. Candidates will be required to design, implement, test and document solutions to given problems. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
CCEA GCE ICT – from September 2006
Unit Title Overview Mode of Assessment
A2 Unit 9
Website Design and Management
In this unit candidates will learn how to develop and design websites using appropriate tools. They will have the opportunity to work with others to examine issues, to determine requirements and to examine possible solutions. In this unit candidates must understand performance considerations, how to use a range of media and how to develop interactive features. They will experience the use of advanced and/or dynamic content on both website presentation and management. Candidates will study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. They will learn how to determine user requirements, to develop, test, document, maintain and evaluate websites. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
A2 Unit 10
Multimedia Technology
This unit will require candidates to understand multimedia requirements and apply appropriate hardware and software in given contexts. They will design, document and present multimedia solutions using a range of techniques including animation and video. Candidates will learn how to evaluate solutions using a structured approach. They will work with others to examine issues, to enhance their understanding of possible solutions and to develop multimedia solutions. They will learn to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
A2 Unit 11
Application Software Development
This unit will develop an understanding of the functionality provided by a GUI interface together with an overview of the interoperability of software applications. Candidates will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
CCEA GCE ICT – from September 2006
Unit Title Overview Mode of Assessment
A2 Unit 12
Visual Programming
In this unit candidates will be introduced to the fundamental concepts of modern programming in a visual language. They will be asked: to undertake tasks in which they will design and create programmes which are event driven in nature; to develop prototype applications using storyboarding as a design tool; to consider interaction with the user; to use procedures and functions; to develop user interface design and utilise the software to produce GUI applications. Candidates will develop a single application or undertake a set of tasks to design a set of GUI applications which meet a set of user requirements. Candidates will be required to examine and apply standard ways of working in this context.
Internal
16 2/3 %
A2 Unit 13
Networking and Communications
This unit will develop network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. Candidates will use standard network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand topologies and logical structures such as file server only and thin client; understand management issues including the implications for security and backup, user rights and file permissions; show evidence of selecting and configuring hardware and software for others to use. Candidates will be required to examine and apply standard ways of working in this context.
External 1½ hour paper
16 2/3 %
A2 Unit 14
Implementing a Business Solution
This unit will present candidates with the opportunity to develop a software system from a User Requirements Specification. In this unit, candidates will design, develop, test, document and evaluate a software solution to a specified problem. They will be required to demonstrate project management skills and to appreciate all aspects of the systems development life cycle. Candidates will be required to develop a software solution to a business problem taking into consideration the needs of the end user. They will be required to explore and select appropriate design methods. Candidates will be required to develop, test, document and demonstrate their solution. Candidates will examine and apply standard ways of working in this context.
Internal
16 2/3 %
CCEA GCE ICT – from September 2006
1
Section 1 INTRODUCTION 1.1 Rationale
These new vocational specifications in ICT have been specially designed to suit the current Northern Ireland ICT context and are written within the framework provided by the Qualifications and Curriculum Authority. The specification builds on the foundations laid by the GCSE ICT specification and the GCSE Applied Double Award ICT specification currently offered by the Northern Ireland Council for the Curriculum, Examinations and Assessment. However the course of study in AS and A2 ICT could be undertaken by candidates entering the vocational area for the first time, and may be delivered on either a full-time or part-time basis. These specifications replace the former AVCE specification and are a broad based vocational qualification in the ICT area. Flexibility is integral to the award and several progression pathways are provided. Candidates may undertake a three-unit course leading to the Advanced Subsidiary General Certificate of Education in ICT, a six-unit course leading to the Advanced Subsidiary General Certificate of Education in ICT (Double Award), a six-unit course leading to the Advanced General Certificate of Education in ICT, or a twelve-unit course leading to the Advanced General Certificate of Education in ICT (Double Award). The three-unit award offers a broad based introduction to ICT and would be appropriate either as a complementary vocational course for candidates taking two to three other A Level studies or as a foundation course in the vocational area of ICT. The six-unit course would be appropriate either as further vocational study in the area of ICT or as a vocational AS or A Level for candidates taking two other A level subjects. The twelve-unit course would be appropriate for candidates planning to undertake higher level studies in ICT related areas such as Web Design, Multimedia, Networking, and Programming. Consequently, these specifications meet the needs of candidates wishing to progress towards higher education in an ICT discipline, to further training, or to employment. Having a vocational emphasis, these specifications are based on the belief that real understanding of ICT is achieved through a practical skills based approach with direct relevance to the needs of employers. It is strongly recommended, therefore, that candidates should have the opportunity to experience ICT by engaging with employers, by participating in case studies derived from real situations and by solving real ICT problems that reflect current trends and demands. This award addresses current curricular change as well as identified skill areas in the sector. The practical approach encouraged throughout all units will enable candidates to develop the skills, knowledge and understanding of practices and techniques required in the workplace. Through these specifications candidates are encouraged to acquire practical, presentational, personal, interpersonal and cognitive skills, as well as an appreciation of the social, ethical and legal issues surrounding ICT. In addition, these specifications provide a valuable opportunity for candidates engaged in lifelong learning and also provides opportunities to develop Key Skills.
CCEA GCE ICT – from September 2006
2
Assessment is based on assignment work presented as portfolio evidence which is marked by the Centre and moderated by CCEA, as well as on external assessments which are set and marked by CCEA. The system of assessment is designed to reward candidates positively for what they can do as well as for what they understand.
1.2 Characteristics of the Course
The GCE Applied ICT specifications: • are made up of a combination of AS and A2 Units; • have an applied vocational dimension; • enable progression to study at further and higher education level, training and
employment; • enable candidates to apply their knowledge in realistic ICT contexts; • emphasise the development of the transferable skills necessary in a changing and
dynamic working environment. 1.3 Aims 1.3.1 The specifications in applied ICT encourage candidates to develop broad skills,
knowledge and understanding of the ICT sector. They aim to encourage candidates to:
• develop a broad range of ICT skills and knowledge of the uses of ICT in vocational contexts, as a basis for progression into further learning in ICT related fields, including progression from AS to A2;
• develop knowledge and understanding of the components, functions and
applications of information systems within a range of organisations; • develop an understanding of the main principles of solving problems using ICT
and develop the skills necessary to apply this understanding; • provide opportunities for candidates to develop sufficient depth of understanding
to inform their choices regarding further education, training and employment.
The A Level (6-unit) specification aims to encourage candidates to:
• apply their knowledge and understanding of ICT and use skills (eg planning, research, evaluation, problem solving) in vocational contexts;
• develop an understanding of the impact of information systems on organisations’
personnel, policies and practices; • develop project management skills and an understanding of the need to work with
others.
CCEA GCE ICT – from September 2006
3
The A Level (12-unit) specification aims to encourage candidates to develop their understanding of:
• software system design to meet the needs of an end user;
and/or
• networks and communications.
1.4 Progression
The specifications build on the knowledge, understanding and skills that may be acquired through Level 2 qualifications in ICT or through equivalent experience. AS content and assessment material are presented as stepping-stones to A2 content and assessment material. Differentiation between AS and A2 occurs through the specification of content for these different levels; through the different weighting of assessment objectives and through the demands of the mark scheme.
1.5 Key Skills Opportunities are provided for developing and generating evidence for assessing the
following nationally specified key skills at the levels indicated:
• Communication
• Application of Number
• Information Technology
• Improving own learning and performance
• Working with others
• Problem solving 1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links
This specification provides opportunities for developing a range of spiritual, moral, ethical, social and cultural issues, together with citizenship, environmental issues and the European dimension.
CCEA GCE ICT – from September 2006
4
Section 2 ASSESSMENT UNIT CONTENT AND DESIGN 2.1 List of Compulsory and Optional Units
The order in which the assessment units are presented is not intended to imply a proposed teaching order. Teachers are free to organise the teaching of the content as they think appropriate, but should emphasise the inter-relationship of the different areas of study. The subject content is described in specific detail for each unit in Section 4 of this specification.
AS Unit 1: Information and Communication AS Unit 2: Software Applications and Tools AS Unit 3: Organisations and Information Systems AS Unit 4: Web Design AS Unit 5: Spreadsheets for Business Applications AS Unit 6: Internet and Business A2 Unit 7: Investigating Systems A2 Unit 8: Database Development A2 Unit 9: Website Design and Management A2 Unit 10: Multimedia Technology A2 Unit 11: Application Software Development A2 Unit 12: Visual Programming A2 Unit 13: Networking and Communications A2 Unit 14: Implementing a Business Solution
Three Unit AS (Single Award) Candidates are required to take all three units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory Six Unit AS (Double Award) Candidates are required to take all six AS units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory AS Unit 4: Web Design Compulsory AS Unit 5: Spreadsheets for Business Applications Compulsory AS Unit 6: Internet and Business Compulsory
CCEA GCE ICT – from September 2006
5
Six Unit GCE (Single Award) Candidates are required to take four compulsory units (three at AS and one at A2) and two of the remaining five A2 units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory A2 Unit 7: Investigating Systems Compulsory A2 Unit 8: Database Development Optional A2 Unit 9: Website Design and Management Optional A2 Unit 10: Multimedia Technology Optional A2 Unit 11: Application Software Development Optional A2 Unit 12: Visual Programming Optional Twelve Unit GCE (Double Award) Candidates are required to take nine compulsory units, (six at AS and three at A2) and three of the remaining five A2 units. AS Unit 1: Information and Communication Compulsory AS Unit 2: Software Applications and Tools Compulsory AS Unit 3: Organisations and Information Systems Compulsory AS Unit 4: Web Design Compulsory AS Unit 5: Spreadsheets for Business Applications Compulsory AS Unit 6: Internet and Business Compulsory A2 Unit 7: Investigating Systems Compulsory A2 Unit 8: Database Development Optional A2 Unit 9: Website Design and Management Optional A2 Unit 10: Multimedia Technology Optional A2 Unit 11: Application Software Development Optional A2 Unit 12: Visual Programming Optional A2 Unit 13: Networking and Communications Compulsory A2 Unit 14: Implementing Business Solution Compulsory
CCEA GCE ICT – from September 2006
6
Section 3 ASSESSMENT 3.1 Assessment Objectives
There are four assessment objectives for the specifications as follows:
AO1 ICT Capability Candidates demonstrate practical capability in applying ICT. AO2 Knowledge and understanding Candidates demonstrate knowledge and understanding of ICT systems and their roles in organisations and society. AO3 ICT problem solving Candidates apply knowledge, skills and understanding to produce solutions solve ICT problems. AO4 Evaluation Candidates evaluate: ICT solutions; their own performance.
All specifications require candidates to demonstrate the objectives in a range of vocationally related contexts.
CCEA GCE ICT – from September 2006
7
3.2 Assessment Weightings
Assessment Objective
AO1 ICT
Capability
%
AO2 Knowledge
and Understanding
%
AO3 ICT
Problem Solving
%
AO4 Evaluation
%
Totals %
Marks
AS Unit 1 5 2/3
17 marks
5
15 marks
4
12 marks
2
6 marks
16 2/3
50 marks
AS Unit 2
5 2/3
17 marks
5
15 marks
4
12 marks
2
6 marks
16 2/3
50 marks
AS Unit 3
5 2/3
17 marks
5
15 marks
4
12 marks
2
6 marks
16 2/3
50 marks
AS Unit 4
4 1/3
13 marks
5
15 marks
4 1/3
13 marks
3
9 marks
16 2/3
50 marks
AS Unit 5
4 1/3
13 marks
5
15 marks
4 1/3
13 marks
3
9 marks
16 2/3
50 marks
AS Unit 6
4 1/3
13 marks
5
15 marks
4 1/3
13 marks
3
9 marks
16 2/3
50 marks
Totals 30% 30% 25% 15% 100% 300
marks
Subject Criteria
permitted ranges
20 –30% 20 –30% 20 –30% 10 – 20% 100%
CCEA GCE ICT – from September 2006
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Assessment Objective
AO1 ICT Capability
AO2 Knowledge and Understanding
AO3 ICT Problem Solving
AO4 Evaluation
Totals %
Marks
A2 Unit 7
4 1/3
13 marks
4 1/3 1
3 marks
4 1/3
13 marks
3 2/3
11 marks
16 2/3
50 marks
A2 Unit One of
8/9/10/11/12
5 2/3
17 marks
4
12 marks
4
12 marks
3
9 marks
16 2/3
50 marks
A2 Unit One of
8/9/10/11/12
5 2/3
17 marks
4
12 marks
4
12 marks
3
9 marks
16 2/3
50 marks
A2 Unit One of
8/9/10/11/12
5 2/3% 17 marks
4% 12 marks
4% 12 marks
3% 9 marks
16 2/3% 50 marks
A2 Unit 13
4 1/3
13 marks
4 1/3
13 marks
4 1/3
13 marks
32/3
11 marks
16 2/3
50 marks
A2 Unit 14
4 1/3
13 marks
4 1/3
13 marks
4 1/3
13 marks
32/3
11 marks
16 2/3
50 marks
Totals 30% 25% 25% 20% 100% 300
marks
Subject Criteria
permitted ranges
20 –30% 15 –25% 20 –30% 20 – 30% 100%
CCEA GCE ICT – from September 2006
9
3.3 Availability of Assessment Windows During Pilot Externally Assessed Units Jan
2007 June 2007
Jan 2008
AS Unit 2 Software Applications and Tools √ √ √ A2 Unit 7 Investigating Systems √ √ √ A2 Unit 13 Networking and Communications √ √ √ First Moderation of Internally Assessed Units
June 2007
June 2008
AS Unit 1 Information and Communication √ √ AS Unit 3 Organisations and Information Systems √ √ AS Unit 4 Web Design √ √ AS Unit 5 Spreadsheets for Business Applications √ √ AS Unit 6 Internet and Business √ √ A2 Unit 8 Database Development √ √ A2 Unit 9 Website Design and Management √ √ A2 Unit 10 Multimedia Technology √ √ A2 Unit 11 Application Software Development √ √ A2 Unit 12 Visual Programming √ √ A2 Unit 14 Implementing a Business Solution √ √ 3.4 Prohibited Combinations
In any one series of examinations a candidate may not take examinations on this specification together with examinations in another Level 3 qualification with ICT in the title.
3.5 Candidates with Particular Requirements
Details of arrangements for candidates with particular assessment requirements are provided in the Joint Council for General Qualifications GCSE and GCE Regulations and Guidance for Candidates with Special Assessment Needs. Copies of these regulations can be obtained from CCEA on request. The specification is provided in English, CCEA may provide operational assessment in Irish on request from centres if prior approval has been given by the Department of Education.
CCEA GCE ICT – from September 2006
10
3.6 Evidence of Learning and Internal Assessment
The evidence required by the assessment units will be assessed through an appropriate mixture of assessment methods. Written work will, where appropriate, take the form of a report or presentation of an investigation. The assessment will take full account of the requirement for the analysis or research to have an applied focus. Witness statements, personal portfolios and logbooks may be used if appropriate to complement the main body of the work. In addition, candidates may present photographs, video/audio recordings or other such records of their competence as evidence for assessment. When setting a task or activity the teacher should ensure that the task conforms to the unit requirements in relation to the evidence that the candidates must produce. Differentiation will occur through outcome and will be judged on a range of criteria, including: (a) the degree of assistance/support provided to the candidate; (b) the extent to which the candidate has addressed the task; (c) the extent to which the candidate applies knowledge and understanding of
relevant content and skills; (d) how the candidate completes the task and produces the desired outcome; (e) the extent to which the candidate is able to evaluate evidence and make
reasoned judgements.
CCEA will provide centres with Candidate Record Sheets. Centres must use these to record and validate candidate outcomes.
3.7 Standardisation and Moderation
Where more than one assessor in a centre has carried out the marking of a unit, there must be a process of internal standardisation carried out to ensure that there is a consistent application of the marking criteria. Marks awarded by the centre will be subject to external moderation by CCEA. Candidate work will be externally moderated in the students’ centre or in any other location agreed with the Council. First moderation of internally assessed AS units will take place in Summer 2005 and annually thereafter. First moderation of internally assessed A2 units will take place in Summer 2006 and annually thereafter. As a feature of its support service to centres CCEA will offer a portfolio consultancy service for AS in early 2007.
CCEA GCE ICT – from September 2006
11
3.8 Conduct of the Awarding Process
Awards in these specifications will be conducted in accordance with the relevant Code of Practice developed by the regulatory authorities and agreed with the awarding bodies. In order to obtain an award, candidates must normally complete all assessment components. The award will be based on the aggregation of the outcomes from each of the assessment components weighted accordingly. The four awards are as follows: Advanced Subsidiary General Certificate of Education in ICT Advanced Subsidiary General Certificate of Education in ICT (Double Award) Advanced General Certificate of Education in ICT Advanced General Certificate of Education in ICT (Double Award)
3.9 Aggregation and Grading
Four levels of qualification are offered with units common to each. Candidates entering for the three unit AS (Single Award) are required to take all three units AS Unit 1, AS Unit 2, AS Unit 3. Candidates entering for the six unit AS award are required to take all six AS units. Candidates taking the six unit GCE (Single Award) are required to take the three compulsory units AS Unit 1, AS Unit 2, AS Unit 3 and the compulsory A2 Unit 7 as well as two of the five optional units A2 Unit 8, A2 Unit 9, A2 Unit 10, A2 Unit 11 and A2 Unit 12. Candidates taking the twelve unit GCE (Double Award) are required to take all six compulsory AS units and the Compulsory A2 units, Unit 7, Unit 13 and Unit 14 as well as three of the five optional units A2 Unit 8, A2 Unit 9, A2 Unit 10, A2 Unit 11 and A2 Unit 12. Performance in an assessment unit will be reported as a uniform mark. The maximum uniform mark available for each component is set out in Section 3.2 above. The maximum number of uniform marks available for the three unit AS award is 300; for the six unit GCE (Single Award) it is 600 and for the twelve unit GCE (Double Award) it is 1200 uniform marks. The Uniform Marks are then aggregated and the total set against fixed equivalences for the award of grades in the range A to E and AA to EE as appropriate to the qualification taken. Guidance on the Uniform Marks Scales (UMS) forms part of the support and guidance materials for this specification. Assessment units may be re-taken more than once with the best result counting towards the qualification. The results for a unit have a shelf-life limited only by the shelf-life of the specification.
CCEA GCE ICT – from September 2006
12
3.10 Converting Uniform Marks to Grades Each of the units is weighted at 162/3 %, which attracts a maximum uniform mark of
100. The uniform mark required to achieve Grade A to E in each unit is as follows:
A 80 B 70 C 60 D 50 E 40
The scores for each unit are then aggregated and converted to an overall grade
according to the qualification taken.
The three Unit AS - Single Award has a maximum uniform mark of 300 The overall Grade A to E relationship is as follows:
A 240 B 210 C 180 D 150 E 120
The six Unit AS - Double Award has a maximum uniform mark of 600 The overall Grade A to E relationship is as follows:
AA 480 AB 450 BB 420 BC 390 CC 360 CD 330 DD 300 DE 270 EE 240
The six Unit A2 - Single Award has a maximum uniform mark of 600- The overall Grade A to E relationship is as follows:
A 480 B 420 C 360 D 300 E 240
CCEA GCE ICT – from September 2006
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Twelve Unit A2 – Double Award Maximum Uniform Mark 1200 The overall Grade A to E relationship is as follows:
AA 960 AB 900 BB 840 BC 780 CC 720 CD 660 DD 600 DE 540 EE 480
3.11 Certification Externally assessed units for AS will be offered in January and June 2007, with
moderation of the internally assessed units in Summer 2007. Externally assessed units for A2 will be offered in January and June 2007, with
moderation of the internally assessed units in Summer 2007.
Where AS certification is not requested, a student going on to complete the full Advanced GCE either Single or Double Award must nevertheless complete all the modules and take all the assessment units required for the appropriate AS award.
The first certification of the 3 unit AS (Single Award) and 6 unit AS (Double Award) will be made in Summer 2005. The first certification of the 6 unit GCE (Single Award) and 12 unit GCE (Double Award) will be made in Summer 2006.
CCEA GCE ICT – from September 2006
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Section 4 CONTENT 4.1 Structure of an Assessment Unit
The information presented in the following pages adopts a common format for each assessment unit: About this Unit In this section information is provided to assist the teaching / learning process by specifying the scope of study expected. What you need to learn In this section candidates are provided with information on what they will be expected to supply as evidence. Assessment Grid (For Internally assessed units) A set of levels of response mark schemes are provided to enable assessors to award marks on the basis of work submitted. Reference should also be made to the Grade Descriptions set out later in this document.
4.2 Quality of written communication in English
Assessment will take into account candidates’ quality of written communication in English where they are required to respond in continuous prose. Quality of written communication is incorporated within the assessment objectives of the specification and refers to candidates’ ability to: • select and use a form and style of writing appropriate to purpose and to complex
subject matter; • organise relevant material clearly and coherently using specialist vocabulary where
appropriate; • ensure writing is legible, with accurate use of spelling, grammar and punctuation
in order to make meaning clear. Quality of written communication in English will be assessed in all Assessment Units.
4.3 Detailed Content The Assessment Units are presented in order of AS Unit 1 to AS Unit 6 and A2 Unit 7 to A2 Unit 14. Teachers should refer to the appropriate qualification to identify the respective units.
CCEA GCE ICT – from September 2006
15
AS UNIT 1 − INFORMATION AND COMMUNICATION ABOUT THIS UNIT This unit will help you understand the importance of information and communication within an organisation. It will highlight the role of ICT in supporting the information needs of an organisation particularly from an e-commerce perspective. You will develop your skills in writing, in the use of language, in the selection and manipulation of data as well as in the use of different modes and styles of presentation. The unit will focus on the nature of information in organisations, on how it is gathered, on how Internet and intranet technology can facilitate data collection, on how information is presented, communicated and used effectively to support an organisation. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements of the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • why information is so important in an organisation; • the use of Internet and intranet technology in organisations; • how to collect information and produce different types of document; • how to use different styles of writing to suit different purposes; • the importance of accuracy; • how to present information; • what are the standard ways of working.
CCEA GCE ICT – from September 2006
16
Why information is so important in an organisation Every organisation, regardless of size, requires information to make it work. Without current, accurate information, the Managers in the organisation cannot make good decisions about anything. They will not know what is happening in the day to day running of the organisation. They will not know how much money is being spent, how much money there is to spend, what the staff costs are, how much profit the organisation is making, what the stock levels of a particular product are, how many items of a product must be ordered or what products are the most popular. All of these items of information and many more are of major importance to any organisation. You must understand: • the significance of information in supporting the effective operation of an organisation; • the different ways in which information is communicated within an organisation, between
organisations and between organisations and the people for whom they provide a service. This includes paper based communication, on-line communication, e-mail, EDI and conferencing. You must appreciate the circumstances under which each of these types of communication would be most appropriate;
• the types of documents and reports produced in an organisation that contain important information relating to the management of the organisation including items such as orders, invoices, memos and summary reports. You must be able to explain the purpose of these types of documents and identify why they would be used, who would use them and how they might benefit the organisation.
The use of internet and intranet technology in organisations Internet and Intranet technology have presented organisations with the opportunity to grow and develop their trade locally, nationally and internationally. Use of the Intranet has improved internal efficiency and made many internal procedures more effective. The advantages for organisations engaged in e-commerce are extensive and continue to grow. The fact that an organisation can communicate instantly with another organisation in another continent is having a major influence on the way in which organisations do business. You must understand: • how an organisation can increase efficiency by using Intranet facilities to support the
business function; • how improved internal communication at all levels, easier access to information and more
effective circulation of business data, all promote good business practice thus increasing growth and development opportunities;
• what kind of information circulates on an organisation’s Intranet (e-mails, memos, internal documents, internal policies, plans, information for personnel);
• the importance of e-commerce and the exchange of information by organisations across the Internet;
• the impact of e-commerce on customers’ ability to source products competitively in a worldwide market and purchase them securely;
• the impact of e-commerce on the business, trading opportunities at a global level, instant communication worldwide;
• what kind of information is exchanged by an organisation using Internet technology.
CCEA GCE ICT – from September 2006
17
How to collect information and produce different types of document All organisations large and small employ staff to provide a service or to produce a product. In order to do this effectively, they must collect, organise manage and communicate information. If you want to collect information for a specific purpose, for example, a job application or a new bank account, then you should use specifically designed documents so that the information you collect is relevant for the purpose you intended. It is important to note that many of these documents are used on-line. You must understand: • the nature of the information that organisations collect; • how an organisation collects information; • why you must properly acknowledge information; • how information is transferred into the organisation and out of the organisation; • how organisations present information inside and outside the organisation; • commonly accepted standards for the layout of formal documents ; • the accepted essential information that appears on formal documents; • how an organisation can present a corporate image; • how a template may be used to enforce corporate standards.
Organisations use a vast range of documents for a wide variety of purposes. It is important that you understand and can demonstrate how style, language, presentation and common standards for layouts are applied in documents both paper based and on-line. You must understand: • the range of documents used in most business organisations; • how these documents are presented using appropriate style, language, and layout. How to use different styles of writing to suit different purposes When you are communicating information, it is very important that the manner in which it is written suits the intended purpose. You must understand how to create a document so that the person who receives it knows exactly what you mean. It is always important to use the kind of language appropriate to the person reading your document. Some documents require formal language and presentation, while others should be designed in the simplest manner. You must understand why different styles of writing should be applied for particular purposes including: • capturing the readers attention (interesting, language suited to reader); • stating factual information (concise statements with no unnecessary descriptive
information); • writing an e-mail (exact format and layout, use of cc and bcc, brief content, use of
attachments); • creating documents for orders, invoices or delivery notes (precise fields identified,
appropriate headings for quantities, totals, vat, postage, delivery etc); • creating an impression (dependent on particular purpose and target audience);
CCEA GCE ICT – from September 2006
18
• designing a questionnaire (dependent on particular purpose and target audience, use of language particularly important and must suit respondents);
• presenting summary information (information must be succinct and properly categorised); • preparing draft documents (information not in final mode of presentation, may have
version numbers, content must be verified for accuracy; • detailing technical information (use of technical language and detailed data, non
descriptive language; • writing reminders (nature of the reminder must be clearly specified and dates noted of
previous issue as well as the current date); • collecting information from individuals or groups of people; • preparing reports (format and style, headings and dates very important); • writing minutes of meetings (format, style and content, brief factual information, actions
to be taken noted); Many software packages provide you with tools to help you design and present documents for different purposes. Some tools help determine the level of use required or will provide letter styles, e-mail and memo formats, as well as presentation and report formats for you to follow and adapt for your document. Other tools help you to choose alternative words. You must learn how to use these tools effectively and to understand their advantages and limitations. You must understand the type of language to be used, whether formal or informal as well as the style of presentation most suited to a range of documents including the following: • an advertisement; • a timetable; • an on-line order; • an on-line payment; • an e-mail confirming a booking or reservation; • a questionnaire; • a sales report for a manager; • a memo to the staff in an organisation from management; • a curriculum vitae (CV); • minutes of a meeting. The importance of accuracy Information that is inaccurate can be misleading and annoying to the reader. Spelling mistakes and bad grammar or bad punctuation take away from the presentation of a document. Many software packages have spell-checkers and tools to check grammar to help you create accurate documents. It is very important that you know how to use these tools effectively to check for words that are spelt incorrectly or for words that have been repeated accidentally. There is no guarantee that using ICT tools for checking your documents will mean that there are absolutely no errors. A document should always be proof read to make sure that it makes sense, is correctly laid out and meets the purpose for which it is intended. When a document is proof read, it should be marked by hand to indicate any changes that are necessary. Standard marks which are published in a British Standard are used for this type of correction.
CCEA GCE ICT – from September 2006
19
You must understand: • how to use and add words to the dictionary in a spell-checker; • how to use a tool to check grammar; • how to proof read a document; • how to use standard marks. How to present information Good presentation means that the reader of your documents can concentrate on the information they contain. There will be no confusion or distraction from the intended purpose and you will have succeeded in communicating the information effectively. When you are designing a document, you must always consider who is going to read it and what it is you are trying to communicate. A document that uses inconsistent font styles and point sizes can be annoying to the reader. In all documents, a range of features that affect presentation style must be considered. You must learn how to use, modify and adapt these features in the design of your documents. You must understand: • how to achieve an effective page layout; • how to use a range of textual styles; • how to create a variety of presentation styles using paragraph formats; • how to use graphics to enhance presentation style; • how to position important items on a document; • how to apply a variety of special features to create particular presentation to styles; • how to position important items on a document. You must understand how and when to apply these techniques. You can practise these techniques by designing a range of documents and evaluating them. You must understand: • when you should use existing information; • when you should create original information; • when you should integrate existing and original information; • how to apply a consistent style throughout a document; • how to combine text, sound, graphics and numerical information effectively. Developing a slide presentation is a good way of experimenting with these techniques. Slide presentations are very important in business organisations and employees are often required to present information to management in this manner. You must understand: • how to create a slide presentation by putting together a sequence of screens of information
that follow on from each other automatically; • how to create a slide presentation that is both interesting and informative;
CCEA GCE ICT – from September 2006
20
• how to use a slide presentation to communicate information effectively using the most appropriate page layouts, graphics and text;
• how to determine the time each page (screen) should remain in view; • how to plan a presentation to suit a particular audience. What are the standard ways of working All organisations have rules and guidelines that help people to work effectively and avoid problems. These rules and guidelines are especially important for people working in an ICT environment. The standard ways of working are described below. All of these techniques should be applied to your work. In ICT, there are many reasons for having standard ways of working. However the most important reason is that work can easily be lost or misused. This might be for any of the following reasons: • unauthorised access to a system containing confidential information; • original work being copied and attributed to someone other than the owner (intellectual
property); • data files lost, corrupted by a virus or otherwise damaged; • damage to computer hardware or software so that data cannot be recovered; • information presented in a credible professional manner may be assumed to be true even
though it is inaccurate. Manage your work effectively Standard ways of working help to overcome these problems. In your work, you must make sure that you: • you must plan your work carefully so that you meet agreed deadlines; • use consistent layouts and provide for easy editing; • use sensible file names that can be readily retrieved; • store files in a logical accessible manner; • record any ICT problems that you encounter and how you resolved them. Keep information securely You must keep information in a secure environment and protect from theft, loss, viruses and fire. You must protect confidentiality and prevent illegal access to medical or criminal records. You must learn to keep information that companies wish to keep confidential in a secure environment and prevent it being passed on to others. You must respect copyright. A computer program, words, pictures and graphic images may belong to other people. The people who created or own this material have copyright and you must not use their work without permission. If you do, you are breaking the law. You must understand and respect copyright law. Where you do use information created by others, it is important that you acknowledge the source by using an appropriate reference or listing in a bibliography.
CCEA GCE ICT – from September 2006
21
If work stored on an ICT system is lost, it is essential that there is another file that can be used in its place. There are two ways to make this possible: • by keeping dated back copies of files on a separate disc that is stored in another location. • by saving work at regular intervals and using different filenames. Work safely You must avoid: • bad posture and physical stress; • eye strain; • hazards in the workplace resulting from equipment or layout. You should also be aware that a comfortable working environment is extremely 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; • a surrounding area that includes near and distant objects on which the eye can focus; • careful layout of cables and equipment to avoid tripping; • suitable and complete insulation of cables (from electrical supplies). NOTE The standard ways of working described above must be applied to all of your work. In other units, these requirements are stated briefly to avoid repetition of detail.
CC
EA G
CE
ICT
– fr
om S
epte
mbe
r 200
6
22
AS
UN
IT 1
– IN
FOR
MA
TIO
N A
ND
CO
MM
UN
ICA
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
lear
ned
abou
t the
impo
rtanc
e of
info
rmat
ion
and
com
mun
icat
ion
and
the
use
of IC
T w
ithin
a b
usin
ess o
rgan
isat
ion.
In
orde
r to
dem
onst
rate
you
r und
erst
andi
ng a
nd th
e sk
ills y
ou h
ave
lear
ned,
you
mus
t com
plet
e th
e fo
llow
ing
task
s. 1.
Y
ou n
eed
to p
rodu
ce a
repo
rt fo
r man
agem
ent t
hat e
xpla
ins t
he n
atur
e, im
port
ance
and
use
of i
nfor
mat
ion
in a
bus
ines
s org
anis
atio
n an
d th
e im
porta
nce
of IC
T in
doc
umen
ting
and
com
mun
icat
ing
this
info
rmat
ion.
You
r rep
ort s
houl
d de
mon
stra
te y
our u
nder
stan
ding
of h
ow
info
rmat
ion
circ
ulat
es w
ithin
an
orga
nisa
tion,
bet
wee
n or
gani
satio
ns a
nd b
etw
een
orga
nisa
tions
and
thei
r clie
nts.
You
r rep
ort s
houl
d hi
ghlig
ht
the
use
of In
trane
t and
Inte
rnet
tech
nolo
gy.
In
ord
er to
pre
pare
this
repo
rt yo
u m
ust e
xam
ine
and
eval
uate
a ra
nge
of st
anda
rd b
usin
ess d
ocum
ents
from
a ra
nge
of d
iffer
ent o
rgan
isat
ions
. Th
ese
docu
men
ts sh
ould
incl
ude
both
pap
er b
ased
and
on-
line
docu
men
ts. T
hese
mig
ht in
clud
e or
der f
orm
s, in
voic
es, r
ecei
pts,
deliv
ery
dock
ets,
mem
os, e
-mai
ls, m
inut
es, i
tiner
arie
s, ap
plic
atio
n fo
rms,
data
col
lect
ion
form
s, ag
enda
s for
mee
tings
or i
nfor
mat
ion
leaf
lets
use
d by
the
orga
nisa
tion.
You
r rep
ort s
houl
d be
app
ropr
iate
ly st
ruct
ured
and
pre
sent
ed.
Y
our r
epor
t mus
t:
• ex
plai
n ho
w y
ou h
ave
rese
arch
ed, a
naly
sed,
com
pare
d, c
ontra
sted
and
eva
luat
ed st
anda
rd b
usin
ess d
ocum
ents
from
a ra
nge
of d
iffer
ent
orga
nisa
tions
; •
desc
ribe
and
com
pare
the
cont
ent a
nd p
urpo
se o
f eac
h of
thre
e di
ffer
ent t
ypes
of d
ocum
ent o
btai
ned
from
eac
h of
two
diff
eren
t or
gani
satio
ns, a
t lea
st o
ne o
f whi
ch re
flect
s the
use
of e
lect
roni
c m
edia
; •
high
light
the
stre
ngth
s and
wea
knes
ses o
f eac
h do
cum
ent;
• co
mm
ent o
n th
e su
itabi
lity
of e
ach
docu
men
t for
its i
nten
ded
purp
ose
with
in th
e or
gani
satio
n;
• hi
ghlig
ht th
e im
porta
nce
of th
e in
form
atio
n co
ntai
ned
in th
e do
cum
ent t
o th
e or
gani
satio
n;
• no
te a
ny le
gal i
ssue
s rel
atin
g to
con
fiden
tialit
y or
cop
yrig
ht is
sues
.
CC
EA G
CE
ICT
– fr
om S
epte
mbe
r 200
6
23
2.
You
mus
t als
o de
mon
stra
te fo
ur d
iffer
ent w
ays i
n w
hich
info
rmat
ion
can
be c
omm
unic
ated
for a
rang
e of
diff
eren
t pur
pose
s in
an o
rgan
isat
ion.
Th
is m
ust b
e do
ne b
y pr
oduc
ing
docu
men
ts o
r pre
sent
atio
n m
ater
ial,
whi
ch sh
ow y
our u
nder
stan
ding
of d
iffer
ent s
tyle
s of w
ritin
g an
d di
ffer
ent
styl
es o
f pre
sent
atio
n fo
r diff
eren
t pur
pose
s.
Y
ou m
ust d
esig
n:
•
one
onlin
e do
cum
ent u
sed
by a
n or
gani
satio
n to
supp
ort i
ts fu
nctio
n;
• on
e do
cum
ent u
sed
with
in a
n or
gani
satio
n to
col
lect
dat
a;
• on
e m
ore
deta
iled
docu
men
t com
pris
ing
at le
ast t
hree
A4
page
s. T
his d
ocum
ent c
ould
take
the
form
at o
f an
info
rmat
ion
book
let,
an
inst
ruct
iona
l gui
de, t
rain
ing
pack
age
or a
n or
gani
satio
nal h
andb
ook
or u
ser g
uide
; •
a sl
ide
pres
enta
tion
used
to c
omm
unic
ate
parti
cula
r inf
orm
atio
n w
ithin
the
orga
nisa
tion;
Y
our d
ocum
ents
may
be
pres
ente
d in
prin
ted
or o
n-sc
reen
form
at.
Y
ou m
ust p
rovi
de a
brie
f eva
luat
ion
for e
ach
docu
men
t.
Th
ese
task
s will
dem
onst
rate
the
follo
win
g:
•
why
info
rmat
ion
is so
impo
rtant
in a
n or
gani
satio
n;
• th
e us
e of
Inte
rnet
and
intra
net t
echn
olog
y in
org
anis
atio
ns;
• ho
w to
col
lect
info
rmat
ion
and
prod
uce
diff
eren
t typ
es o
f doc
umen
t; •
how
to u
se d
iffer
ent s
tyle
s of w
ritin
g to
suit
diff
eren
t pur
pose
s;
• th
e im
porta
nce
of a
ccur
acy;
•
how
to p
rese
nt in
form
atio
n;
• w
hat a
re th
e st
anda
rd w
ays o
f wor
king
.
CC
EA G
CE
ICT
– fr
om S
epte
mbe
r 200
6
24
AS
UN
IT 1
– IN
FOR
MA
TIO
N A
ND
CO
MM
UN
ICA
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O1
Can
dida
te p
rodu
ces a
n ou
tline
re
port
, thr
ee si
mpl
e do
cum
ents
an
d a
sim
ple
pres
enta
tion
dem
onst
ratin
g pr
actic
al IC
T
capa
bilit
y at
a b
asic
leve
l.
Thi
s is e
vide
nced
by:
T
he u
se o
f sim
ple
wor
d pr
oces
sing
fe
atur
es a
nd p
rese
ntat
ion
styl
es
incl
udin
g at
leas
t pag
inat
ion
and
para
grap
hing
.
1-3
Can
dida
te p
rodu
ces a
rep
ort,
thre
e do
cum
ents
and
a
pres
enta
tion,
dem
onst
ratin
g pr
actic
al IC
T c
apab
ility
at a
m
ore
adva
nced
leve
l of
deve
lopm
ent.
Thi
s is e
vide
nced
by:
T
he u
se o
f a r
ange
of s
oftw
are
feat
ures
and
pre
sent
atio
n st
yles
ap
plie
d ap
prop
riat
ely.
The
se
shou
ld in
clud
e at
leas
t the
use
of
pagi
natio
n, p
arag
raph
ing,
he
ader
s and
foot
ers a
nd p
age
num
bers
and
a r
ange
of f
onts
and
st
yles
rel
evan
t to
the
task
s.
4-7
Can
dida
te p
rodu
ces a
det
aile
d re
port
, thr
ee d
ocum
ents
and
a
pres
enta
tion,
dem
onst
ratin
g pr
actic
al IC
T c
apab
ility
at a
wel
l de
velo
ped
leve
l. T
his i
s evi
denc
ed b
y:
The
app
ropr
iate
use
of t
he r
ange
an
d va
riet
y of
soft
war
e fe
atur
es
avai
labl
e an
d th
eir
rele
vanc
e in
ea
ch c
ase.
The
se sh
ould
incl
ude
at le
ast t
he u
se o
f pag
inat
ion,
pa
ragr
aphi
ng, h
eade
rs a
nd
foot
ers a
nd p
age
num
bers
, gr
aphi
cs a
nd a
ran
ge o
f fon
ts a
nd
styl
es r
elev
ant t
o th
e ta
sks.
Use
of a
ppro
pria
te to
ols t
o as
sist
w
ith a
ccur
acy
8-12
C
andi
date
pro
duce
s a
com
preh
ensi
ve p
rofe
ssio
nal
repo
rt, t
hree
doc
umen
ts a
nd a
pr
esen
tatio
n co
mpl
eted
to a
hig
h st
anda
rd.
Thi
s is e
vide
nced
by
The
app
ropr
iate
use
of t
he r
ange
an
d va
riet
y of
soft
war
e fe
atur
es
avai
labl
e an
d th
eir
rele
vanc
e in
ea
ch c
ase.
The
se sh
ould
incl
ude
at
leas
t the
use
of p
agin
atio
n,
para
grap
hing
, hea
ders
and
foot
ers
and
page
num
bers
inte
grat
ed
grap
hics
to e
nhan
ce th
e re
port
and
do
cum
ents
and
pre
sent
atio
n an
d a
rang
e of
font
s and
styl
es r
elev
ant
to th
e ta
sks
Use
of a
ppro
pria
te to
ols t
o as
sist
w
ith a
ccur
acy
dem
onst
rate
d by
th
e pr
oduc
tion
of a
n er
ror
free
re
port
and
doc
umen
t and
pr
esen
tatio
n.
13-1
7
CC
EA G
CE
ICT
– fr
om S
epte
mbe
r 200
6
25
AS
UN
IT 1
– IN
FOR
MA
TIO
N A
ND
CO
MM
UN
ICA
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O2
Can
dida
te sh
ows b
asic
un
ders
tand
ing
of th
e im
port
ance
of i
nfor
mat
ion
to
the
orga
nisa
tion,
evi
denc
ed b
y th
e de
scri
ptio
n an
d co
mpa
riso
n of
thre
e do
cum
ents
from
two
orga
nisa
tions
in r
epor
t.
The
incl
usio
n of
thre
e do
cum
ents
and
a p
rese
ntat
ion
dem
onst
ratin
g fo
ur d
iffer
ent
way
s in
whi
ch in
form
atio
n ca
n be
com
mun
icat
ed.
Rep
ort d
ocum
ents
and
pr
esen
tatio
n re
flect
bas
ic
unde
rsta
ndin
g of
the
use
of
intr
anet
and
Inte
rnet
te
chno
logy
in th
e or
gani
satio
n,
evid
ence
d by
the
incl
usio
n of
at
leas
t one
doc
umen
t sui
tabl
e fo
r on
-line
use
So
me
evid
ence
of r
esea
rch
and
anal
ysis
incl
uded
in th
e ex
plan
atio
n pr
ovid
ed.
1-3
Can
dida
te sh
ows u
nder
stan
ding
of
the
impo
rtan
ce o
f inf
orm
atio
n to
the
orga
nisa
tion
evid
ence
d by
th
e de
scri
ptio
n an
d co
mpa
riso
n of
thre
e do
cum
ents
from
two
orga
nisa
tions
in r
epor
t.
Iden
tific
atio
n of
stre
ngth
s and
w
eakn
esse
s is i
nclu
ded.
T
he in
clus
ion
of th
ree
docu
men
ts
and
a pr
esen
tatio
n de
mon
stra
ting
four
diff
eren
t w
ays i
n w
hich
info
rmat
ion
can
be
com
mun
icat
ed.
Rep
ort,
docu
men
ts a
nd
pres
enta
tion
refle
ct
unde
rsta
ndin
g of
the
use
of
intr
anet
and
Inte
rnet
tech
nolo
gy
in th
e or
gani
satio
n ev
iden
ced
by
the
incl
usio
n of
at l
east
one
do
cum
ent s
uita
ble
for
on-li
ne
use.
E
vide
nce
of r
esea
rch
and
anal
ysis
an
d co
mpa
riso
n in
clud
ed,
dem
onst
rate
d by
the
expl
anat
ion
prov
ided
. U
nder
stan
ding
of c
onfid
entia
lity
and
copy
righ
t iss
ues e
vide
nced
in
repo
rt
Rep
ort i
s cle
arly
wri
tten
and
pr
esen
ted
and
addr
esse
s id
entif
ied
issu
es a
ppro
pria
tely
C
andi
date
s sh
ow a
n aw
aren
ess
of a
udie
nce
by p
rodu
cing
a
repo
rt, d
ocum
ents
and
pr
esen
tatio
n th
at a
re fi
t for
pu
rpos
e.
4-7
Can
dida
te sh
ows g
ood
unde
rsta
ndin
g of
the
impo
rtan
ce o
f inf
orm
atio
n to
th
e or
gani
satio
n ev
iden
ced
by th
e in
clus
ion
of a
n ex
plan
atio
n of
thre
e do
cum
ents
from
two
orga
nisa
tions
in
repo
rt.
- E
xpla
natio
n of
stre
ngth
s and
w
eakn
esse
s is i
nclu
ded
in r
epor
t. -
the
incl
usio
n of
thre
e do
cum
ents
an
d a
pres
enta
tion
dem
onst
ratin
g fo
ur d
iffer
ent w
ays i
n w
hich
in
form
atio
n ca
n be
com
mun
icat
ed.
- R
epor
t, do
cum
ents
and
pr
esen
tatio
n re
flect
goo
d un
ders
tand
ing
of th
e us
e of
in
tran
et a
nd In
tern
et te
chno
logy
in
the
orga
nisa
tion
evid
ence
d by
the
incl
usio
n of
one
doc
umen
t tha
t us
es e
lect
roni
c m
edia
in th
e re
port
an
d th
e cr
eativ
e de
sign
of o
ne o
n-lin
e do
cum
ent.
-
Evi
denc
e of
res
earc
h, a
naly
sis,
com
pari
son
and
eval
uatio
n is
in
clud
ed d
emon
stra
ted
by th
e ex
plan
atio
n pr
ovid
ed.
- G
ood
unde
rsta
ndin
g of
co
nfid
entia
lity
and
copy
righ
t is
sues
evi
denc
ed in
rep
ort.
-
Rep
ort,
docu
men
ts a
nd
pres
enta
tion
are
wel
l wri
tten
and
pr
esen
ted
with
att
entio
n to
re
leva
nt d
etai
l and
acc
urac
y de
mon
stra
ted
- C
andi
date
s sho
w g
ood
awar
enes
s of
aud
ienc
e by
pro
duci
ng a
rep
ort,
docu
men
ts a
nd p
rese
ntat
ion
that
ar
e w
ell s
uite
d to
req
uire
men
ts
and
fit fo
r pu
rpos
e.
8-11
C
andi
date
show
s tho
roug
h un
ders
tand
ing
of th
e im
port
ance
of
info
rmat
ion
to th
e or
gani
satio
n ev
iden
ced
by th
e in
clus
ion
of a
n ex
plan
atio
n of
thre
e do
cum
ents
from
two
orga
nisa
tions
in r
epor
t.
Exp
lana
tion
of st
reng
ths a
nd w
eakn
esse
s an
d th
eir
impa
ct o
n th
e or
gani
satio
n is
in
clud
ed in
rep
ort.
The
incl
usio
n of
thre
e do
cum
ents
and
a
pres
enta
tion
dem
onst
ratin
g fo
ur
diff
eren
t way
s in
whi
ch in
form
atio
n ca
n be
com
mun
icat
ed.
Rep
ort a
nd d
ocum
ents
ref
lect
thor
ough
un
ders
tand
ing
of th
e us
e of
intr
anet
and
In
tern
et te
chno
logy
in th
e or
gani
satio
n ev
iden
ced
by th
e in
clus
ion
of o
ne
docu
men
t tha
t use
s ele
ctro
nic
med
ia in
a
real
istic
app
ropr
iate
man
ner
in th
e re
port
, the
cre
ativ
e de
sign
of o
ne o
n-lin
e do
cum
ent.
D
etai
led
evid
ence
of r
esea
rch
anal
ysis
, co
mpa
riso
n an
d ev
alua
tion
is in
clud
ed.
Can
dida
te d
emon
stra
tes t
horo
ugh
unde
rsta
ndin
g of
con
fiden
tialit
y an
d co
pyri
ght i
ssue
s evi
denc
ed in
the
repo
rt.
Rep
ort,
docu
men
ts a
nd p
rese
ntat
ion
are
very
wel
l wri
tten
and
pre
sent
ed, w
ith
thor
ough
att
entio
n to
acc
urac
y an
d de
tail
evid
ent.
C
andi
date
s sh
ow k
een
awar
enes
s of
audi
ence
by
prod
ucin
g a
repo
rt a
nd
docu
men
ts th
at a
re h
ighl
y su
ited
to
requ
irem
ents
and
fit f
or p
urpo
se
12-1
5
CC
EA G
CE
ICT
– fr
om S
epte
mbe
r 200
6
26
AS
UN
IT 1
– IN
FOR
MA
TIO
N A
ND
CO
MM
UN
ICA
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O3
C
andi
date
pro
duce
s IC
T so
lutio
ns
show
ing
appl
icat
ion
of k
now
ledg
e an
d sk
ills t
o re
quir
ed so
lutio
ns.
Rep
ort a
nd d
ocum
ents
are
suita
ble
for
the
inte
nded
pur
pose
and
use
a
rang
e of
bas
ic st
yles
and
layo
uts t
o ac
hiev
e ob
ject
ives
.
1-3
Can
dida
te p
rodu
ces I
CT
so
lutio
ns o
f goo
d qu
ality
and
co
nsis
tent
app
roac
h sh
owin
g go
od u
nder
stan
ding
of t
he
appl
icat
ion
of k
now
ledg
e an
d sk
ills t
o so
lutio
ns.
Rep
ort a
nd d
ocum
ents
are
wel
l su
ited
to th
e in
tend
ed p
urpo
se
and
dem
onst
rate
rel
evan
t ap
plic
atio
n of
app
ropr
iate
fe
atur
es.
4-6
Can
dida
te p
rodu
ces I
CT
so
lutio
ns o
f ver
y go
od q
ualit
y an
d co
nsis
tent
app
roac
h. V
ery
good
und
erst
andi
ng o
f the
ap
plic
atio
n of
kno
wle
dge
and
skill
s to
the
solu
tions
evi
dent
. - R
epor
t and
doc
umen
ts w
ritt
en
and
pres
ente
d in
a m
anne
r w
hich
is
ver
y w
ell m
atch
ed to
the
inte
nded
pur
pose
. Ver
y go
od u
se
of a
wid
e ra
nge
of fe
atur
es
appl
ied
to so
lutio
ns
dem
onst
rate
d.
7-9
Can
dida
te p
rodu
ces I
CT
so
lutio
ns o
f hig
h qu
ality
and
co
nsis
tent
app
roac
h. T
horo
ugh
unde
rsta
ndin
g of
the
appl
icat
ion
of k
now
ledg
e an
d sk
ills t
o th
e so
lutio
ns d
ocum
ente
d. T
his i
s ev
iden
ced
in th
e co
nten
t of t
he
repo
rt, d
ocum
ents
and
pr
esen
tatio
n.
Rep
ort a
nd d
ocum
ents
wri
tten
an
d pr
esen
ted
in a
man
ner
whi
ch
is h
ighl
y re
leva
nt to
the
inte
nded
pu
rpos
e. E
xten
sive
use
of a
wid
e ra
nge
of fe
atur
es a
ppro
pria
tely
ap
plie
d to
solu
tions
cle
arly
de
mon
stra
ted.
10-1
2
AO
4
Exa
mpl
es in
rep
ort a
re e
xpla
ined
at
a b
asic
leve
l.
Doc
umen
ts a
re id
entif
ied
for
each
se
lect
ed p
urpo
se.
Can
dida
te e
valu
ates
how
do
cum
ents
fulfi
l the
ir in
tend
ed
purp
ose.
1 E
xam
ples
in r
epor
t are
exp
lain
ed
at a
mor
e de
velo
ped
leve
l sh
owin
g un
ders
tand
ing
of
com
pari
sons
.
Doc
umen
ts a
re e
xpla
ined
usi
ng
som
e te
chni
cal a
nd d
escr
iptiv
e la
ngua
ge.
Can
dida
te sh
ows u
nder
stan
ding
in
eva
luat
ion
of h
ow d
ocum
ents
fu
lfil i
nten
ded
purp
ose.
2-3
Exa
mpl
es in
rep
ort a
re w
ell
expl
aine
d sh
owin
g go
od
unde
rsta
ndin
g of
com
pari
sons
. D
ocum
ents
are
cle
arly
exp
lain
ed
usin
g re
leva
nt te
chni
cal a
nd
desc
ript
ive
lang
uage
. C
andi
date
show
s goo
d un
ders
tand
ing
in e
valu
atio
n of
ho
w d
ocum
ents
fulfi
l int
ende
d pu
rpos
e.
4-5
Exa
mpl
es in
rep
ort a
re c
lear
ly
and
logi
cally
def
ined
in a
co
mpa
rativ
e co
ntex
t with
reg
ard
to c
onte
nt a
nd p
urpo
se.
D
ocum
ents
are
exp
lain
ed in
a
deta
iled
man
ner
usin
g re
leva
nt
tech
nica
l and
des
crip
tive
lang
uage
. C
andi
date
pro
vide
s a c
oher
ently
ex
plai
ned
eval
uatio
n of
do
cum
ents
dem
onst
ratin
g th
orou
gh u
nder
stan
ding
of
inte
nded
pur
pose
.
6
CCEA GCE Applied ICT – from September 2006
27
AS UNIT 1 - INFORMATION AND COMMUNICATION GUIDANCE FOR TEACHERS Delivery Strategies This unit will underline the importance of information and communication within an organisation. It highlights the role of ICT in supporting the information needs of an organisation particularly from an e-commerce perspective. The emphasis in this unit should be on practical applications. At all times, the knowledge that must be communicated to candidates must be based on real examples from business. Candidates must appreciate that the effective exchange of information in an organisation is critical to its success. It is essential therefore that candidates have some opportunities to engage with real business organisations, this can be achieved through: - visits to local employers; - guest speakers; - quality case study material.
Candidates must be encouraged to research appropriate Internet based organisations. This will enable them to examine on-line orders, on-line payments and on-line booking and enquiry systems thus letting them understand how business organisations really use e-commerce opportunities. Group discussions should be used for candidates to exchange views on how business organisations could use intranet facilities to improve their efficiency. The candidates should research the school or college intranet as a starting point to demonstrate how an organisation uses this facility for communication purposes. They should determine the nature and content of the information circulated in this manner. Candidates should be involved in practical data collection exercises which help them understand the difficulty of getting the information required if a data collection document isn’t properly designed. By sourcing a range of documents designed in different styles and for different purposes, candidates will be able to determine the types of document necessary within an organisation to support its function and will be able to comment on their suitability for purpose. Again, practical work, supported by group discussion will stimulate useful comment and enhance interest.
CCEA GCE Applied ICT – from September 2006
28
Candidates should be encouraged to design and complete documents for different purposes, thus determining for themselves the difficulties involved. They should be encouraged at all times to analyse, compare, evaluate and review, always taking into consideration the intended function. It is important that they understand and can demonstrate how style, language, presentation and common standards for layouts are applied in documents both paper based and on-line, such as: memos agendas minutes advertising literature order forms invoices delivery notes business letters purchase orders e-mail reports web pages draft documents itineraries newsletters fax cover sheets questionnaires technical specifications documents to collect information from people Candidates should be encouraged to ensure accuracy in the documents that they produce by applying relevant tools such as spelling and grammar checkers and by proofing final documents and using standard marks. These are all practical activities which should be integral to every item produced. Candidates must be able to communicate information in a variety of ways and should be given extensive practical opportunities to develop skills in producing documents suitable for on-line use, paper based documents. They should be encouraged to work in groups so that knowledge can be shared. Candidates should be aware of all legal issues surrounding information within an organisation and apply this knowledge appropriately. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have a sound understanding of the common information needs of a business organisation. They must have also have a sound understanding of the role of ICT in supporting information and communication. Candidates should be encouraged to view the production of the report as an opportunity to concisely present their knowledge as well as demonstrate the research and analysis skills they have acquired. This task will have been well prepared as a result of the teaching strategies used. The second task allows candidates to demonstrate their individual approach to presentation styles and the task should be developed over an extended period of time, thus giving candidates every opportunity to develop appropriate skills. Guidance on using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range.
CCEA GCE Applied ICT – from September 2006
29
It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • publications including company reports and company magazines; • Internet; • case study material; • guest speakers; • visits to local industry.
CCEA GCE Applied ICT – from September 2006
30
AS UNIT 2 − SOFTWARE APPLICATIONS AND TOOLS ABOUT THIS UNIT This unit will develop skills and understanding in the most commonly used systems and applications software and communications technology. Candidates will be required to use these applications to support business functions in a given context. Candidates will be required to research, select, evaluate and use software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context. This unit will be externally assessed by a 2½ hours computer-based examination. WHAT YOU NEED TO LEARN You will need to understand: • the role of an operating system and utility software applications; • the facilities provided within a GUI operating system for disk management, memory
management and file management; • the effective use of word processors, spreadsheets and databases in task automation; • how data can be transferred and used between database, spreadsheet and word processing
software applications; • how presentation software can be used to disseminate information effectively; • the role of communication technologies and the Internet within an organisation; • what are the standard ways of working? The Role Of An Operating System And Utility Software Applications The basic software for any computer system is its operating system. You will need to: • know why an operating system is required; • examine the facilities available within a GUI operating systems; All computer systems should be protected from attack by viruses which are placed on the system intentionally and unintentionally. Virus protection software is crucial in providing such protection.
CCEA GCE Applied ICT – from September 2006
31
You will need to: • know how to install virus protection software; • examine virus protection software to establish the key features provided; • be able to use virus protection software to maximise protection for a user; • schedule events within virus protection software; • evaluate and select virus protection products. The Facilities Provided Within A GUI Operating System For Disk Management, Memory Management And File Management All operating systems provide for the management of disk space, memory and files. You will investigate a single user system operating system which provides these three facilities. You need to select, use and evaluate appropriate utility tools to: • solve disk fragmentation problems; • backup material stored on a PC; • schedule routine tasks, such as virus scans, disk checking; • establish the current properties of a system in terms of RAM, processor • type, operating system and storage facilities; • select appropriate hardware for business use; • organise effectively files on a system; • set the properties for keyboards, display and mouse; • select appropriate hardware for business use. The Effective Use Of Wordprocessors, Spreadsheets And Databases In Task Automation A key piece of software for most organisations in both education and business is the word processor. You must be able to select and use appropriately the advanced features of a word processor to automate tasks and shorten the time taken for the production of electronic documents. In order to be able to do this you will need to: • make use of templates for documents which are regularly produced; • make use of the outline facility in a word processor to compile reports with tables,
indexes, contents listings and diagrams; Data can be stored within a database, the database can be queried to produce information. This information can be used to make decisions within an organisation. You will need to: • understand the role of key fields within the table structure; • select fields and link at least two tables together on a common field; • enter data into a database; • query a database using up to three criteria; • create and use onscreen and printed reports from within a database and evaluate them in
terms of purpose and intended audience; • create and use data capture screens and evaluate their effectiveness in terms of fitness for
purpose.
CCEA GCE Applied ICT – from September 2006
32
Data can be stored within a spreadsheet. The data can be manipulated and used to produce graphs and charts and for comparative analysis. You will need to know:
• how to enter different types of data into a spreadsheet using rows columns and cells; • how to use basic functions within a spreadsheet to produce results; • how to create graphs and charts using the data and results on the spreadsheets; • how to make use of simple macros to automate tasks; • how to customise the menu and icons present on the system to allow users to have
shortcuts to specific tasks. How Data Can Be Transferred And Used Between Database, Spreadsheet And Wordprocessing Software Applications Many applications used in business can be described as integrated applications. These packages allow data to be transferred between the applications. This allows for more effective use of the data and saves time for employees because data created in one application can be reused in another application. You will need to know:
• how to transfer data from a database for use in a word processing document; • how to use the mail merge facility to select and merge records with source text; • how to transfer data from a spreadsheet for use in a database; • by examination of the three software tools, how to select the most appropriate software to
meet business needs. How Presentation Software Can Be Used To Disseminate Information Effectively It is important that information is shared across an organisation. This will improve the overall quality of decisions made within the organisation. You will need to know:
• the features of a quality multimedia presentation; • how to use a presentation tool to present information which has been gathered from other
information systems or software tools.
The Role Of Communication Technologies And The Internet Within An Organisation An organisation must communicate effectively within and outside of itself. The development of communication technology has made this task easier. Most organisations make use of the Internet and intranets to do this. You will need to: • examine e-mail and its potential as a business tool; • examine and evaluate how an organisation uses an intranet for communication; • explore how organisations communicate using websites and identify good practice; • examine the digital communication systems bulletin boards (asynchronous
communication), interactive messaging (synchronous communication) and videoconferencing and evaluate their role in internal and external communication within businesses.
CCEA GCE Applied ICT – from September 2006
33
What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.
CCEA GCE Applied ICT – from September 2006
34
AS UNIT 2 - SOFTWARE APPLICATIONS AND TOOLS GUIDANCE FOR TEACHERS Delivery Strategies The main aim of this unit is to develop a broad base of skills in common software and applications used within a business environment. This unit will develop skills in the use of typical software applications for supporting routine tasks within a business environment. The candidate will be encouraged to develop an understanding of the facilities provided by a typical operating system and the necessary utility programs to ensure that any software contained on the ICT system will work effectively. In developing practical skills the candidate will select the correct tool and use it to produce a system designed to automate a routine task carried out within a business. The candidate will be required to make use of a variety of communication technologies and to assess their possible impact on the communication within an organisation. Candidates should be encouraged to examine an ICT system used by a business. During the study they should assess: • the operating system and its role in the information production process; • utility programs and what such programs contribute to the stability of an ICT system; • applications software used; • automated systems developed using generic application software packages. This will enable the candidate to evaluate the performance of a system and its effectiveness within a business environment. Such an investigation could be carried out in groups and presented to an audience. Candidates should be given a number of mini project tasks. They should be asked to develop a number of small automated systems using word processors, spreadsheets and databases. Data should be shared and transferred between the applications. Features used should enable automation of realistic tasks within a business context. In general automated tasks should be fronted by a button or menu of some sort. In order to be able to communicate within and outside of an organisation, candidates should have skills in the use of communication technologies. Candidates should be exposed to the different media for communicating and encouraged to use these media for appropriate purposes. Assessment of the impact of the use of communication technology should be encouraged. Assessment Strategies This unit will be assessed by an external 21/2 hour computer based examination. Candidates will be required to exhibit an understanding of how ICT systems are used in a business context. Through scenario based material they will be required to recommend and justify the use of particular ICT tools. Candidates will be required to demonstrate a working knowledge of word processing, database, spreadsheet, presentation software and communication technology.
CCEA GCE Applied ICT – from September 2006
35
Resources Resources to support the delivery of this unit include: • texts; • publications including company reports on software usage and deployment; • Internet; • software user guides; • visits to local industry.
CCEA GCE Applied ICT – from September 2006
36
AS UNIT 3 − ORGANISATIONS AND INFORMATION SYSTEMS ABOUT THIS UNIT This unit will help you develop an understanding of organisations and the information systems necessary for their support. It will examine the nature of organisations and how they are structured and managed. The unit will help you understand how information and ICT systems support the business function. Management information and its use in a business environment will be considered. The unit will look at how information is gathered, managed, communicated and exchanged effectively to support an organisation. It will also consider how information and the surrounding ethical, legal and health and safety issues impact on an organisation. You will be required to examine and apply standard ways of working in this context. This unit will be internally assessed through a portfolio of work. Please refer to our website for sample case study. WHAT YOU NEED TO LEARN You will need to understand: • how organisations are structured and managed; • why information is necessary to make an organisation work; • the role of ICT in an organisation; • the role of Management Information Systems (MIS) in an organisation; • the legal issues surrounding information systems; • the standard ways of working. How organisations are structured and managed In any organisation, people work together to provide a service to the public or else to make a product that will be bought. Organisations range from the very large to the very small. They include companies with branches all over the world having thousands of employees as well as small local businesses that employ only a few members of staff. Regardless of the size of an organisation, there are common recognised structures and functions that exist within all of them.
CCEA GCE Applied ICT – from September 2006
37
You must understand: • the types of organisation that exist, such as public service organisations, utilities, large
commercial organisations and small to medium sized enterprises (SMEs); • the different types of organisational structures that exist, such as hierarchical, matrix,
functional; • the role of strategic, tactical and operational management; • the role of departments within an organisation and how these allow the organisation to
operate; • the range of functions within organisations, such as marketing, purchasing, sales, design,
distribution, accounts, human resources, marketing, administration and ICT support and the personnel employed to fulfil these functions.
Why information is necessary to make an organisation work Many organisations use similar types of information to support their particular function. You must understand: • the importance of communication inside the organisation between individuals and
departments and outside the organisation, for example to clients, customers, suppliers or wholesalers;
• the type of information that is maintained by organisations and what the key features of this information are. Information relating to order processing, stock, accounts, finance, payroll, personnel, design, development, e-mail, Internet, intranet and manufacture should be considered;
• the type of information that is exchanged inside the organisation and outside the organisation;
• why organisations interact with, customers, wholesalers and retailers, distributors, manufacturers and suppliers and what kind of information is exchanged;
• how information is communicated within and outside the organisation including formal and informal verbal communication, electronic communication and written communication;
• the nature of each type of communication for example, meetings, Internet, intranet and using documents such as orders, invoices, delivery notes, purchase orders, design and production documentation, payroll details, staff records, stock information, financial information, marketing information.
The role of ICT in an organisation Most organisations now use ICT systems to support their function. ICT systems may be used throughout the organisation to support administrative activities, order processing, stock control, financial management, research design and development and in the production process. The expanding area of e-commerce is impacting significantly on business organisations and the necessity to develop computer systems technically able to support the organisation in this area is of paramount importance.
CCEA GCE Applied ICT – from September 2006
38
You must understand: • the different types of ICT systems that exist within an organisation to support the
different types of information required by the organisation. These systems may be standalone systems supporting individual functions or integrated systems that support a range of business functions;
• the issues that surround standalone and integrated systems. You must consider situations
where systems are not linked together in any way and the implications that arise for data held in these circumstances. You must also consider the effect of fully integrated systems;
• the role of the Intranet and the Internet within an organisation to support the business
function;
• how ICT systems support the flow of information within and outside an organisation. You must understand how an organisation uses intranet, Internet, e-mail, EDI and e-commerce to support the business function.
The role of management information systems (MIS) in an organisation When an Information System is focused on providing information that will help managers in an organisation make decisions, it is called a Management Information System (MIS). These types of system help managers to plan and organise. They can generate a considerable amount of extremely useful information. The information produced by a MIS system may be in the form of reports, tables or graphs. It may be financial information or projected information based on a range of possible circumstances that might arise in the business. It may be information triggered by an exceptional circumstance that has arisen, for example a warning that is flagged up when stock reaches an unacceptably low level. You must understand: • the range of management information required by organisations; • how Management Information is generated in an organisation using a range of ICT
systems; • how a database may be used to hold all the different types of information required by an
organisation; • how data held in a database can be analysed and compared over a period of time to
provide management information about for example, sales, production, accounts or stock; • how a Management Information System can be used to indicate warnings that urgent
decisions must be made about for example, finance, stock or production; • how a Management Information System can be used to generate daily reports indicating
production levels and costs or staff reports; • how a Management Information System can be used to create Monthly/Period End
reports showing comparisons with the organisation and its competitors; • how a Management Information System can be used to make Forecasts and Predictions
relating to the effects of policy decisions, market conditions, production and changes in legislation.
CCEA GCE Applied ICT – from September 2006
39
The legal issues surrounding information systems The use of computers in organisations raises a range of issues regarding security, privacy, confidentiality and Health and Safety. Organisations must be fully aware of these issues and ensure that personnel employed by the organisation understand and comply with relevant procedures. All organisations must observe legislation relating to the information they obtain, record, distribute and use. It is essential that information is protected from loss and misuse. You must learn about the laws that protect information such as the Data Protection Act, the Computer Misuse Act and Copyright Law You must understand: • why information must be secure and protected from accidental loss, theft, virus
corruption, fire; • why information must remain confidential and why illegal access to personal information
must be carefully controlled; • why copyright is extremely important to individuals and to organisations; • why it is essential to acknowledge sources and references; • why security and backup procedures must be in place in an organisation; • why organisations must observe appropriate Health and Safety Legislation and provide a
safe working environment for employees; • the range of legislation in place to protect data held by organisations and the importance
of taking account of it in the operation of the organisation; • how Data Protection Legislation, the Computer Misuse Act and the Copyright Design and
Patents Act, Health and Safety at Work Act and other relevant legislation impact on an organisation;
• the effect of computer crime on an organisation. You must appreciate theft, hacking, viruses and deliberate misuse of data.
What are the standard ways of working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
40
AS
UN
IT 3
− O
RG
AN
ISA
TIO
NS
AN
D IN
FOR
MA
TIO
N S
YST
EM
S A
SSE
SSM
EN
T E
VID
EN
CE
In
this
uni
t, yo
u le
arne
d ab
out t
he im
porta
nce
of u
nder
stan
ding
how
org
anis
atio
ns a
re st
ruct
ured
and
man
aged
. Y
ou h
ave
lear
ned
abou
t the
ICT
syst
ems
nece
ssar
y to
supp
ort o
rgan
isat
ions
and
the
natu
re o
f Man
agem
ent I
nfor
mat
ion
Syst
ems.
In o
rder
to d
emon
stra
te y
our u
nder
stan
ding
and
the
skill
s you
ha
ve le
arne
d, y
ou m
ust n
ow c
ompl
ete
a nu
mbe
r of t
asks
. Y
ou h
ave
been
issu
ed w
ith a
cas
e st
udy
on w
hich
you
will
hav
e co
nduc
ted
thor
ough
rese
arch
bas
ed o
n th
e kn
owle
dge
and
skill
s you
hav
e ac
quire
d th
roug
hout
this
uni
t.
The
man
agem
ent o
f the
com
pany
has
serio
us c
once
rns o
ver h
ow th
e or
gani
satio
n sh
ould
dev
elop
and
has
dec
ided
to e
mpl
oy a
firm
of c
onsu
ltant
s (S
peci
alis
t Sol
utio
ns L
imite
d) to
adv
ise
them
. Th
ey a
re v
ery
cons
ciou
s of t
he n
eed
to fu
lly e
xplo
it IC
T sy
stem
s to
supp
ort t
heir
likel
y de
velo
pmen
t and
ha
ve re
ques
ted
a co
mpr
ehen
sive
repo
rt de
taili
ng sp
ecifi
c in
form
atio
n. T
his r
epor
t mus
t be
mad
e av
aila
ble
to th
e co
mpa
ny m
anag
emen
t bef
ore
a pr
esen
tatio
n of
the
futu
re v
isio
n of
the
com
pany
to th
e B
oard
of D
irect
ors.
In y
our c
apac
ity a
s a S
yste
ms A
naly
st fo
r Spe
cial
ist S
olut
ions
Lim
ited
you
are
resp
onsi
ble
for t
he c
ompi
latio
n of
the
repo
rt an
d th
e pr
esen
tatio
n to
m
anag
emen
t. Y
ou m
ust p
rodu
ce a
com
preh
ensi
ve re
port
for M
anag
emen
t tha
t ful
ly e
xpla
ins t
he fo
llow
ing:
•
the
curr
ent s
tatu
s of t
he c
ompa
ny (t
his s
houl
d in
clud
e a
brie
f bac
kgro
und
to th
e co
mpa
ny a
nd re
fere
nce
to th
e cu
rren
t org
anis
atio
n st
ruct
ure,
m
anag
emen
t, re
sour
ces e
tc.);
•
how
info
rmat
ion
is c
omm
unic
ated
in th
e co
mpa
ny;
• fo
ur e
xam
ples
of t
he ty
pe o
f inf
orm
atio
n cu
rren
tly c
ircul
atin
g w
ithin
the
com
pany
. Th
e lik
ely
cont
ent a
nd fo
rmat
of t
his i
nfor
mat
ion
shou
ld b
e no
ted
and
expl
aine
d;
• po
ssib
le p
robl
em a
reas
cur
rent
ly w
ithin
the
orga
nisa
tion;
•
how
ICT
reso
urce
s cou
ld b
e us
ed to
ass
ist t
he c
ircul
atio
n of
info
rmat
ion
in th
e or
gani
satio
n;
• ho
w th
e im
plem
enta
tion
of a
Man
agem
ent I
nfor
mat
ion
Syst
em c
ould
hel
p th
e co
mpa
ny a
t pre
sent
and
in th
e fu
ture
; •
two
exam
ples
of M
IS re
ports
whi
ch y
ou h
ave
desi
gned
you
rsel
f tha
t cou
ld b
e ob
tain
ed fr
om a
new
MIS
syst
em in
the
com
pany
. Th
ese
shou
ld b
e ac
com
pani
ed w
ith a
n ex
plan
atio
n of
eac
h in
term
s of t
he d
ata
they
con
tain
;
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
41
• ho
w th
e co
mpa
ny c
ould
exp
loit
e-co
mm
erce
opp
ortu
nitie
s to
expa
nd th
eir c
usto
mer
bas
e;
• tw
o ex
ampl
es o
f on-
line
docu
men
ts li
kely
to b
e us
ed b
y th
e co
mpa
ny if
they
pro
ceed
with
an
e-co
mm
erce
solu
tion
with
a b
rief e
xpla
natio
n of
eac
h.
You
r rep
ort s
houl
d re
fere
nce
lega
l iss
ues l
ikel
y to
impa
ct o
n th
e de
velo
pmen
t pro
cess
. A
s a S
yste
ms A
naly
st w
ith S
peci
alis
t Sol
utio
ns L
imite
d, y
ou a
re a
lso
resp
onsi
ble
for t
he c
ompi
latio
n an
d de
liver
y of
a p
rese
ntat
ion
to th
e B
oard
of
Dire
ctor
s. Th
is p
rese
ntat
ion
shou
ld o
utlin
e th
e fu
ture
vis
ion
of th
e co
mpa
ny a
s see
n by
Spe
cial
ist S
olut
ions
Lim
ited.
You
r pre
sent
atio
n w
hich
is b
ased
on
the
info
rmat
ion
in y
our r
epor
t sho
uld
expl
ain
and
just
ify to
the
Boa
rd o
f Dire
ctor
s ho
w th
e co
mpa
ny c
ould
fully
util
ise
ICT
and
avai
labl
e te
chno
logi
es to
su
ppor
t the
man
agem
ent f
unct
ion
and
to e
xpan
d th
e bu
sine
ss, t
hus f
ulfil
ling
long
term
pla
ns.
You
r pre
sent
atio
n sh
ould
com
pris
e no
mor
e th
an 1
0 Po
wer
Poi
nt sl
ides
. Y
ou m
ust p
ay c
aref
ul a
ttent
ion
to th
e co
mpa
ny im
age
in th
e pr
esen
tatio
n of
yo
ur sl
ides
. Y
ou m
ust a
lso
disp
lay
at le
ast O
NE
of t
he o
n-lin
e do
cum
ents
you
hav
e
prop
osed
in th
e re
port,
taki
ng th
e op
portu
nity
to e
xpla
in a
nd
dem
onst
rate
its e
ase
of u
se.
Thes
e ta
sks w
ill d
emon
stra
te th
e fo
llow
ing:
•
how
org
anis
atio
ns a
re st
ruct
ured
and
man
aged
; •
why
info
rmat
ion
is n
eces
sary
to m
ake
an o
rgan
isat
ion
wor
k;
• th
e ro
le o
f IC
T in
an
orga
nisa
tion;
•
the
role
of M
anag
emen
t Inf
orm
atio
n Sy
stem
s (M
IS) i
n an
org
anis
atio
n;
• th
e le
gal i
ssue
s sur
roun
ding
Info
rmat
ion
Syst
ems;
•
wha
t are
the
stan
dard
way
s of w
orki
ng.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
42
AS
UN
IT 3
− O
RG
AN
ISA
TIO
NS
AN
D IN
FOR
MA
TIO
N S
YST
EM
S A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O1
Can
dida
te p
rodu
ces a
n ou
tline
re
port
and
a si
mpl
e pr
esen
tatio
n de
mon
stra
ting
prac
tical
ICT
ca
pabi
lity
at a
bas
ic le
vel.
The
re
port
shou
ld in
clud
e tw
o ou
tline
M
IS r
epor
ts a
nd tw
o si
mpl
e on
-line
do
cum
ents
. T
his i
s evi
denc
ed b
y:
The
use
of s
impl
e w
ord
proc
essi
ng
feat
ures
to p
rodu
ce th
e re
port
, MIS
re
port
s and
on-
line
docu
men
ts a
s w
ell a
s the
sim
ple
use
of
pres
enta
tion
soft
war
e to
cre
ate
a pr
esen
tatio
n.
1-3
Can
dida
te p
rodu
ces a
rep
ort a
nd
pres
enta
tion
dem
onst
ratin
g un
ders
tand
ing
and
ICT
cap
abili
ty
at a
mor
e de
velo
ped
leve
l. T
he
repo
rt sh
ould
incl
ude
two
MIS
re
port
s and
two
on-li
ne d
ocum
ents
. T
his i
s evi
denc
ed b
y:
The
use
of a
ran
ge o
f wor
d pr
oces
sing
feat
ures
and
pr
esen
tatio
n st
yles
to c
reat
e th
e re
port
, MIS
rep
orts
, on-
line
docu
men
ts a
nd p
rese
ntat
ion;
In
clus
ion
of a
t lea
st th
e us
e of
pa
gina
tion,
par
agra
phin
g, h
eade
rs
and
foot
ers,
font
s and
styl
es su
ited
to a
bus
ines
s rep
ort;
M
IS r
epor
ts a
nd o
n-lin
e do
cum
ents
th
at d
ispl
ay in
form
atio
n;
The
use
of p
rese
ntat
ion
soft
war
e to
cr
eate
a p
rese
ntat
ion.
4-7
Can
dida
te p
rodu
ces a
rep
ort a
nd
pres
enta
tion
dem
onst
ratin
g un
ders
tand
ing
and
ICT
cap
abili
ty a
t a
mor
e ad
vanc
ed le
vel.
The
rep
ort s
houl
d in
clud
e tw
o m
ore
stru
ctur
ed M
IS r
epor
ts
and
two
wel
l des
igne
d on
-line
doc
umen
ts.
Thi
s is e
vide
nced
by:
T
he a
ppro
pria
te u
se a
nd r
elev
ance
of t
he
rang
e of
wor
d pr
oces
sing
feat
ures
and
pr
esen
tatio
n st
yles
to c
reat
e th
e re
port
, M
IS r
epor
ts, o
n-lin
e do
cum
ents
and
pr
esen
tatio
n;
Incl
usio
n of
at l
east
the
use
of p
agin
atio
n,
para
grap
hing
, hea
ders
and
foot
ers,
page
no
s, gr
aphi
cs, c
hart
s and
a r
ange
of f
onts
an
d st
yles
suite
d to
a b
usin
ess r
epor
t
MIS
rep
orts
and
on-
line
docu
men
ts th
at
clea
rly
disp
lay
rele
vant
info
rmat
ion;
T
he m
ore
adva
nced
use
of p
rese
ntat
ion
soft
war
e to
cre
ate
a bu
sine
ss
pres
enta
tion.
8-12
C
andi
date
pro
duce
s a c
ompr
ehen
sive
pr
ofes
sion
al r
epor
t and
pre
sent
atio
n pr
esen
ted
to a
hig
h st
anda
rd
dem
onst
ratin
g un
ders
tand
ing
and
ICT
ca
pabi
lity
at a
hig
hly
deve
lope
d le
vel.
The
rep
ort i
nclu
des t
wo
wel
l str
uctu
red
MIS
rep
orts
and
two
wel
l des
igne
d on
-lin
e do
cum
ents
suite
d to
pur
pose
. T
his i
s evi
denc
ed b
y:
The
app
ropr
iate
use
, rel
evan
ce a
nd
appl
icat
ion
of th
e ra
nge
of w
ord
proc
essi
ng fe
atur
es a
nd p
rese
ntat
ion
styl
es to
cre
ate
the
repo
rt, M
IS r
epor
ts,
on-li
ne d
ocum
ents
and
pre
sent
atio
n;
Incl
usio
n of
at l
east
the
use
of p
agin
atio
n,
para
grap
hing
, hea
ders
and
foot
ers,
page
no
s, gr
aphi
cs, c
hart
s and
a r
ange
of f
onts
an
d st
yles
suite
d to
a p
rofe
ssio
nal
busi
ness
rep
ort a
nd a
pplie
d in
a m
anne
r th
at e
nhan
ces t
he r
epor
t;
MIS
rep
orts
and
on-
line
docu
men
ts th
at
pres
ent
and
com
mun
icat
e re
leva
nt
info
rmat
ion
in a
mea
ning
ful m
anne
r;
The
adv
ance
d us
e of
pre
sent
atio
n so
ftw
are
to c
reat
e a
busi
ness
pre
sent
atio
n th
at p
rom
otes
the
com
pany
imag
e.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
43
AS
UN
IT 3
− O
RG
AN
ISA
TIO
NS
AN
D IN
FOR
MA
TIO
N S
YST
EM
S A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
)
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
2
Can
dida
te d
emon
stra
tes b
asic
un
ders
tand
ing
of th
e ne
cess
ity fo
r in
form
atio
n in
the
orga
nisa
tion.
T
his i
s evi
denc
ed b
y:
An
outli
ne e
xpla
natio
n in
the
repo
rt, o
f the
info
rmat
ion
circ
ulat
ed
in th
e co
mpa
ny a
long
with
four
ex
ampl
es o
f inf
orm
atio
n.
Can
dida
te d
emon
stra
tes b
asic
kn
owle
dge
of IC
T sy
stem
s and
av
aila
ble
reso
urce
s.
Thi
s is e
vide
nced
by:
A
lim
ited
expl
anat
ion
of h
ow IC
T
reso
urce
s sup
port
the
circ
ulat
ion
of
info
rmat
ion
in th
e co
mpa
ny.
Exp
lana
tion
mak
es li
mite
d re
fere
nce
to th
e us
e of
Intr
anet
and
In
tern
et te
chno
logy
to su
ppor
t the
co
mm
unic
atio
n of
info
rmat
ion
in
the
com
pany
.
1-3
Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
nece
ssity
for
info
rmat
ion
in th
e or
gani
satio
n.
Thi
s is e
vide
nced
by:
A
n ex
plan
atio
n in
the
repo
rt, o
f the
in
form
atio
n ci
rcul
ated
in th
e co
mpa
ny a
long
with
four
exa
mpl
es
of in
form
atio
n an
d its
con
tent
and
fo
rmat
. C
andi
date
dem
onst
rate
s kno
wle
dge
of IC
T sy
stem
s and
ava
ilabl
e re
sour
ces.
T
his i
s evi
denc
ed b
y:
An
expl
anat
ion
of h
ow IC
T
reso
urce
s sup
port
the
circ
ulat
ion
of
info
rmat
ion
in th
e co
mpa
ny.
Exp
lana
tion
mak
es r
efer
ence
to th
e us
e of
Intr
anet
and
Inte
rnet
te
chno
logy
and
e-c
omm
erce
so
lutio
ns to
supp
ort t
he
com
mun
icat
ion
of in
form
atio
n in
th
e co
mpa
ny;
The
pro
duct
ion
of tw
o on
-line
do
cum
ents
. C
andi
date
dem
onst
rate
s kno
wle
dge
of M
IS sy
stem
s. T
his i
s evi
denc
ed b
y:
An
expl
anat
ion
of h
ow a
n M
IS
syst
em c
ould
supp
ort t
he
man
agem
ent f
unct
ion
in th
e co
mpa
ny;
The
pro
duct
ion
of tw
o M
IS r
epor
ts.
Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
lega
l iss
ues i
n re
port
.
4-7
Can
dida
te d
emon
stra
tes g
ood
unde
rsta
ndin
g of
the
nece
ssity
for
info
rmat
ion
in th
e or
gani
satio
n.
Thi
s is e
vide
nced
by:
- A
det
aile
d ex
plan
atio
n in
the
repo
rt, o
f th
e in
form
atio
n ci
rcul
ated
in th
e co
mpa
ny a
long
with
four
wel
l exp
lain
ed
exam
ples
of i
nfor
mat
ion
and
its c
onte
nt
and
form
at.
Can
dida
te d
emon
stra
tes g
ood
know
ledg
e of
ICT
syst
ems a
nd a
vaila
ble
reso
urce
s. T
his i
s evi
denc
ed b
y:
A d
etai
led
expl
anat
ion
of h
ow IC
T
reso
urce
s sup
port
the
circ
ulat
ion
of
info
rmat
ion
in th
e co
mpa
ny.
Exp
lana
tion
mak
es a
ppro
pria
te
refe
renc
e to
the
use
of In
tran
et a
nd
Inte
rnet
tech
nolo
gy a
nd e
-com
mer
ce
solu
tions
to su
ppor
t the
com
mun
icat
ion
of in
form
atio
n in
the
com
pany
; Id
entif
icat
ion
of p
robl
ems a
risi
ng fr
om
the
abse
nce
of a
ppro
pria
te te
chno
logy
; T
he p
rodu
ctio
n of
two
rele
vant
on-
line
docu
men
ts.
Can
dida
te d
emon
stra
tes g
ood
know
ledg
e of
MIS
syst
ems.
Thi
s is e
vide
nced
by:
A
det
aile
d ex
plan
atio
n of
how
an
MIS
sy
stem
cou
ld su
ppor
t the
man
agem
ent
func
tion
in th
e co
mpa
ny;
The
pro
duct
ion
of tw
o ap
prop
riat
e M
IS
repo
rts.
Can
dida
te d
emon
stra
tes g
ood
unde
rsta
ndin
g of
lega
l iss
ues i
n re
port
.
8-11
C
andi
date
dem
onst
rate
s tho
roug
h un
ders
tand
ing
of th
e ne
cess
ity fo
r in
form
atio
n in
the
orga
nisa
tion.
T
his i
s evi
denc
ed b
y:
- A d
etai
led
expl
anat
ion
in th
e re
port
, of
the
info
rmat
ion
circ
ulat
ed in
the
com
pany
alo
ng w
ith fo
ur th
orou
ghly
ex
plai
ned
exam
ples
of r
elev
ant
info
rmat
ion
and
its c
onte
nt a
nd fo
rmat
. C
andi
date
dem
onst
rate
s ext
ensi
ve
know
ledg
e of
ICT
syst
ems a
nd a
vaila
ble
reso
urce
s. T
his i
s evi
denc
ed b
y:
A c
ompr
ehen
sive
exp
lana
tion
of h
ow IC
T
reso
urce
s sup
port
the
circ
ulat
ion
of
info
rmat
ion
in th
e co
mpa
ny.
Exp
lana
tion
mak
es r
ealis
tic in
form
ed
refe
renc
e to
the
use
of In
tran
et a
nd
Inte
rnet
tech
nolo
gy a
nd e
-com
mer
ce
solu
tions
to su
ppor
t the
com
mun
icat
ion
of in
form
atio
n in
the
com
pany
; Id
entif
icat
ion
and
expl
anat
ion
of th
e im
pact
of p
robl
ems a
risi
ng fr
om th
e ab
senc
e of
app
ropr
iate
tech
nolo
gy;
The
pro
duct
ion
of tw
o re
leva
nt o
n-lin
e do
cum
ents
alo
ng w
ith a
com
preh
ensi
ve
expl
anat
ion
of e
ach.
C
andi
date
dem
onst
rate
s in
dept
h kn
owle
dge
of M
IS sy
stem
s. T
his i
s evi
denc
ed b
y:
A d
etai
led
expl
anat
ion
of h
ow a
n M
IS
syst
em c
ould
supp
ort t
he m
anag
emen
t fu
nctio
n in
the
com
pany
; T
he p
rodu
ctio
n of
two
appr
opri
ate
MIS
re
port
s acc
ompa
nied
by
a de
taile
d ex
plan
atio
n of
the
incl
uded
dat
a;
Can
dida
te d
emon
stra
tes c
ompr
ehen
sive
un
ders
tand
ing
of le
gal i
ssue
s in
repo
rt.
12-1
5
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
44
AS
UN
IT 3
− O
RG
AN
ISA
TIO
NS
AN
D IN
FOR
MA
TIO
N S
YST
EM
S A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
)
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
3
C
andi
date
pro
duce
s rep
ort,
MIS
rep
orts
and
pr
esen
tatio
n u
sing
bas
ic
idea
s sho
win
g lim
ited
unde
rsta
ndin
g of
the
appl
icat
ion
of k
now
ledg
e an
d sk
ills t
o so
lutio
ns.
Thi
s is e
vide
nced
by:
•
limite
d re
cogn
ition
of
prob
lem
are
as;
• lim
ited
refe
renc
e to
po
ssib
le fu
ture
de
velo
pmen
ts in
the
com
pany
with
reg
ard
to
the
use
of IC
T r
esou
rces
an
d M
IS so
lutio
ns;
• lim
ited
refe
renc
e an
d ex
plan
atio
n of
the
futu
re
visi
on o
f the
com
pany
in
the
pres
enta
tion;
•
min
imal
exp
lana
tion
in
the
pres
enta
tion
of th
e ap
plic
atio
n of
ava
ilabl
e te
chno
logi
es in
futu
re
deve
lopm
ents
. C
andi
date
dem
onst
rate
s ba
sic
unde
rsta
ndin
g of
the
impa
ct o
f Int
erne
t, in
tran
et
and
e-co
mm
erce
solu
tions
in
the
com
pany
. T
his i
s evi
denc
ed b
y:
• lim
ited
refe
renc
e to
In
tern
et, i
ntra
net a
nd e
-co
mm
erce
solu
tions
in th
e re
port
;
1-3
Can
dida
te p
rodu
ces r
epor
t, M
IS
repo
rts a
nd p
rese
ntat
ion
usin
g id
eas t
hat s
how
app
licat
ion
of
know
ledg
e an
d sk
ills t
o so
lutio
ns.
Thi
s is e
vide
nced
by:
•
reco
gniti
on o
f pro
blem
are
as
and
the
effe
ct o
n th
e co
mpa
ny;
• re
fere
nce
to p
ossi
ble
futu
re
deve
lopm
ents
in th
e co
mpa
ny
with
reg
ard
to th
e us
e of
ICT
re
sour
ces a
nd M
IS so
lutio
ns.
• re
fere
nce
to a
nd e
xpla
natio
n of
th
e fu
ture
vis
ion
of th
e co
mpa
ny in
the
pres
enta
tion;
•
expl
anat
ion
in th
e pr
esen
tatio
n of
the
appl
icat
ion
of a
vaila
ble
tech
nolo
gies
in fu
ture
de
velo
pmen
ts.
Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
impa
ct o
f In
tern
et, i
ntra
net a
nd e
-co
mm
erce
solu
tions
in th
e co
mpa
ny.
Thi
s is e
vide
nced
by:
•
refe
renc
e to
Inte
rnet
, int
rane
t an
d e-
com
mer
ce so
lutio
ns in
th
e re
port
; •
unde
rsta
ndin
g of
the
valu
e of
on
-line
com
mun
icat
ion
dem
onst
rate
d in
the
on-li
ne
docu
men
ts.
Rep
ort a
nd p
rese
ntat
ion
use
som
e te
chni
cal a
nd d
escr
iptiv
e la
ngua
ge a
nd a
re su
ited
to th
e in
tend
ed p
urpo
se a
nd
dem
onst
rate
rel
evan
t app
licat
ion
of a
ppro
pria
te fe
atur
es.
4-6
Can
dida
te p
rodu
ces r
epor
t, M
IS r
epor
ts
and
pres
enta
tion
usi
ng id
eas t
hat s
how
go
od a
pplic
atio
n of
kno
wle
dge
and
skill
s to
solu
tions
. T
his i
s evi
denc
ed b
y:
• re
cogn
ition
of p
robl
em a
reas
and
the
effe
ct o
n th
e co
mpa
ny c
lear
ly e
xpla
ined
an
d re
ason
ed in
the
repo
rt;
• ap
prop
riat
e re
fere
nce
to p
ossi
ble
futu
re
deve
lopm
ents
in th
e co
mpa
ny w
ith
rega
rd to
the
use
of IC
T r
esou
rces
and
M
IS so
lutio
ns li
nkin
g de
velo
pmen
ts to
so
lutio
n of
iden
tifie
d pr
oble
ms a
nd th
e su
ppor
t of t
he m
anag
emen
t fun
ctio
n.
• ap
prop
riat
e re
fere
nce
to a
nd so
und
expl
anat
ion
of th
e fu
ture
vis
ion
of th
e co
mpa
ny in
the
pres
enta
tion;
•
good
exp
lana
tion
in th
e pr
esen
tatio
n of
th
e ap
plic
atio
n of
ava
ilabl
e te
chno
logi
es
in fu
ture
dev
elop
men
ts.
Can
dida
te d
emon
stra
tes g
ood
unde
rsta
ndin
g of
the
impa
ct o
f Int
erne
t, in
tran
et a
nd e
-com
mer
ce so
lutio
ns in
the
com
pany
. T
his i
s evi
denc
ed b
y:
• re
leva
nt r
efer
ence
to In
tern
et, i
ntra
net
and
e-co
mm
erce
solu
tions
in r
elat
ion
to
the
com
pany
in th
e re
port
; •
unde
rsta
ndin
g of
the
impo
rtan
ce o
f on-
line
com
mun
icat
ion
dem
onst
rate
d in
the
prod
uctio
n of
two
wel
l str
uctu
red
appr
opri
ate
on-li
ne d
ocum
ents
. R
epor
t and
pre
sent
atio
n us
e re
leva
nt
tech
nica
l and
des
crip
tive
lang
uage
and
are
w
ritt
en a
nd p
rese
nted
in a
man
ner
whi
ch is
w
ell m
atch
ed to
the
inte
nded
pur
pose
de
mon
stra
ting
good
use
of a
wid
e ra
nge
of
feat
ures
app
lied
to so
lutio
ns.
7-9
Can
dida
te p
rodu
ces r
epor
t, M
IS r
epor
ts a
nd
pres
enta
tion
usi
ng id
eas t
hat s
how
thor
ough
ap
plic
atio
n of
kno
wle
dge
and
skill
s to
solu
tions
. T
his i
s evi
denc
ed b
y:
• re
cogn
ition
of p
robl
em a
reas
and
the
effe
ct o
n th
e co
mpa
ny c
lear
ly r
esea
rche
d, e
xpla
ined
an
d re
ason
ed in
the
repo
rt;
• ap
prop
riat
e re
fere
nce
to p
ossi
ble
futu
re
deve
lopm
ents
in th
e co
mpa
ny w
ith r
egar
d to
th
e us
e of
ICT
res
ourc
es a
nd M
IS so
lutio
ns
linki
ng d
evel
opm
ents
to so
lutio
n of
iden
tifie
d pr
oble
ms a
nd th
e su
ppor
t of t
he m
anag
emen
t fu
nctio
n an
d th
e co
mpa
ny e
xpan
sion
. •
appr
opri
ate
refe
renc
e to
and
thor
ough
ex
plan
atio
n an
d ju
stifi
catio
n of
the
futu
re
visi
on o
f the
com
pany
in th
e pr
esen
tatio
n in
clud
ing
plan
ned
expa
nsio
n;
• go
od e
xpla
natio
n an
d ju
stifi
catio
n in
the
pres
enta
tion
of th
e ap
plic
atio
n of
ava
ilabl
e te
chno
logi
es in
futu
re d
evel
opm
ents
. C
andi
date
dem
onst
rate
s tho
roug
h un
ders
tand
ing
of th
e im
pact
of I
nter
net,
intr
anet
an
d e-
com
mer
ce so
lutio
ns in
the
com
pany
. T
his i
s evi
denc
ed b
y:
• ex
plic
it ap
prop
riat
e re
fere
nce
to In
tern
et,
intr
anet
and
e-c
omm
erce
solu
tions
in r
elat
ion
to th
e co
mpa
ny in
the
repo
rt;
• cl
ear
unde
rsta
ndin
g of
the
impo
rtan
ce o
f on-
line
com
mun
icat
ion
dem
onst
rate
d in
the
prod
uctio
n of
two
wel
l str
uctu
red
appr
opri
ate,
fit f
or p
urpo
se o
n-lin
e do
cum
ents
. R
epor
t and
pre
sent
atio
n m
ake
good
use
of
tech
nica
l and
des
crip
tive
lang
uage
and
are
w
ritt
en a
nd p
rese
nted
in a
man
ner
whi
ch is
hi
ghly
rel
evan
t to
the
inte
nded
pur
pose
de
mon
stra
ting
exte
nsiv
e us
e of
a w
ide
rang
e of
fe
atur
es a
ppro
pria
tely
app
lied
to so
lutio
ns.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
45
AS
UN
IT 3
− O
RG
AN
ISA
TIO
NS
AN
D IN
FOR
MA
TIO
N S
YST
EM
S A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
)
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
4
Rep
ort a
nd p
rese
ntat
ion
are
pres
ente
d at
a b
asic
leve
l sh
owin
g lim
ited
unde
rsta
ndin
g of
con
tent
an
d pu
rpos
e an
d co
ntai
n lit
tle e
valu
ativ
e co
mm
ent
Can
dida
te p
rovi
des l
imite
d ev
alua
tion
of h
ow th
e so
lutio
n pr
esen
ted,
fulfi
ls
the
need
s of t
he c
ompa
ny;
Can
dida
te p
rovi
des s
ome
eval
uatio
n of
thei
r ow
n pe
rfor
man
ce w
ith r
egar
d to
so
lutio
ns p
rovi
ded
and
task
s co
mpl
eted
.
1 R
epor
t and
pre
sent
atio
n ar
e pr
esen
ted
in a
man
ner
show
ing
unde
rsta
ndin
g of
con
tent
and
pu
rpos
e an
d co
ntai
n so
me
eval
uativ
e co
mm
ent
Can
dida
te p
rovi
des e
valu
atio
n of
ho
w th
e so
lutio
n pr
esen
ted,
re
late
s to
the
need
s of t
he
com
pany
. C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f id
entif
ying
solu
tions
and
co
mpl
etin
g th
e ta
sks.
2-3
Rep
ort a
nd p
rese
ntat
ion
are
pres
ente
d in
a
man
ner
show
ing
good
und
erst
andi
ng o
f co
nten
t and
pur
pose
and
con
tain
rel
evan
t ev
alua
tive
com
men
t C
andi
date
pro
vide
s rel
evan
t e
valu
atio
n of
ho
w th
e so
lutio
n re
late
s to
the
need
s of t
he
com
pany
and
rec
ogni
ses l
imita
tions
. C
andi
date
pro
vide
s a r
efle
ctiv
e ev
alua
tion
of th
eir
own
perf
orm
ance
in te
rms o
f id
entif
ying
solu
tions
and
com
plet
ing
the
task
s.
4-5
Rep
ort a
nd p
rese
ntat
ion
are
pres
ente
d in
a
man
ner
show
ing
exce
llent
und
erst
andi
ng o
f co
nten
t and
pur
pose
and
con
tain
ap
prop
riat
e ev
alua
tive
com
men
t C
andi
date
pro
vide
s app
ropr
iate
eva
luat
ion
of h
ow th
e so
lutio
n re
late
s to
the
need
s of
the
com
pany
and
rec
ogni
ses a
nd r
ecog
nise
s an
d di
scus
ses l
imita
tions
; C
andi
date
pro
vide
s a c
ritic
al r
efle
ctiv
e ev
alua
tion
of th
eir
own
perf
orm
ance
in
term
s of i
dent
ifyin
g so
lutio
ns a
nd
com
plet
ing
the
task
s.
6
CCEA GCE Applied ICT – from September 2006
46
UNIT 3 − ORGANISATIONS AND INFORMATION SYSTEMS GUIDANCE FOR TEACHERS Delivery Strategies This unit highlights the importance of understanding how organisations are structured and managed and the relevance of information and the role of ICT and management information systems in the support of the business function. The development of e-commerce opportunities and the importance of intranet and Internet are also highlighted. In the delivery of this unit it is essential to ensure relevance to real situations. Candidates should be given opportunities to examine real business organisations. They should understand the types of organisation that exist and the internal structures that are in place. Visits to large and small organisations that have been well prepared can enhance this understanding. This type of approach can be supported by the use of visiting speakers, good video material and carefully structured case study material. Knowledge communicated to candidates should be based on real examples from business wherever possible. Candidates must appreciate that the effective exchange of information in an organisation is critical to its success. They must examine in great detail the types of information that exist within organisations. A good starting point would be for the candidate to consider the school or college information systems. This type of exercise can be developed using group work where groups of candidates are assigned research and reporting activities. They must be conscious of the role of ICT systems in supporting the information needs of the organisation. The role of MIS in an organisation is a natural follow to these exercises. The role of ICT and the nature and function of MIS systems must be clearly understood in a business context. By considering appropriate organisations, candidates should be able to assess the advantage to an organisation of having good information systems in place. They should understand the importance of information exchange using intranet and Internet and they should examine e-commerce situations closely. Assessment Strategies This unit will be assessed using a portfolio of evidence based on a pre-released case study. Candidates will be required to research the case study fully and apply their knowledge and understanding to a range of business solutions. They will be expected through their portfolio of evidence to demonstrate their understanding of the unit material by practically applying it to the situation provided.
CCEA GCE Applied ICT – from September 2006
47
Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources It is essential in this unit that candidates have some opportunities to engage with real business organisations, this can be achieved through: • visits to local employers; • guest speakers; • quality case study material; • video material; • Internet. Candidates should also have access to company reports, business magazines and current published material regarding Information systems in organisations. They should also have access to suitable text based resources.
CCEA GCE Applied ICT – from September 2006
48
AS UNIT 4 − WEB DESIGN ABOUT THIS UNIT This unit will help you to develop your understanding of the Internet, the technology that supports it and the surrounding systems and services. You will consider a range of options for creating web pages along with the various components involved. You will learn about Internet and Intranet environments as well as the security issues involved. In this unit you will learn how to develop web pages using appropriate software. You will learn about the relevance and importance of an e-presence to a business organisation. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks to be undertaken to enable you to meet the requirements for the module. This unit will be internally assessed through a portfolio of work. Please refer to our website for sample case study. WHAT YOU NEED TO LEARN You will need to understand: • designing for an audience; • domains and hosting; • page layout; • business aspects of web design; • the standard ways of working. Designing for an audience A web designer creates a website for a particular client but in doing so can be catering for a very different audience. As a website develops the needs and requirements of the audience who will use the site must be fully considered. You may want to profile the user with regard to this aspect of the site. You need to know who exactly your client wishes to target and what types of user will be using your website. It will also be of benefit to study how professional designers have created other websites for similar business organisations. This is called Competitive Analysis. You must understand: • how the audience affects the content and means of communication; • designing for multiple screen resolutions (800x600 etc);
CCEA GCE Applied ICT – from September 2006
49
• designing for different platforms (Computer, PDA, Mobile (WAP); • designing for Accessibility using Web Accessibility Initiative (WAI) of the World Wide
Web Consortium (W3C); Domains and hosting Before you can embark on the development of a website you must understand a number of key issues. You must understand: • what a domain is and be able to communicate to your client the meaning of the different
suffixes such as org.com; • the different types of hosting services such as email, stats; • the ways in which a site can be published on the Internet by means of a FTP (file transfer
protocol) application; • the hidden content in web pages (meta tags) and their use in search engine placement; • optimisation of media, flash and images; • the different ways in which text can be laid out on the page. This may include style
sheets, tables and frames; • use of colour, you should be aware of colour numbering in html eg #454545; • how to interpret website statistics to a client. This should include understanding the
difference between hits, user sessions, and impressions. Page layout It is important that you develop well structured websites with simple navigation methods. A well designed web site should meet the key objectives set out in your client specification. You will explore the different means by which information can be communicated through a website and how best these can be utilised and managed. When creating each page of a website, a range of factors must be considered. You must understand: • fonts / styles and colours to be used; • navigation issues; • use of text layout tools such as layers, tables or frames; • use of images; • accessibility issues considered; • content being communicated; • text will be the primary means of communication. You will explore web friendly fonts,
what sizes can be used;
CCEA GCE Applied ICT – from September 2006
50
• images can also be used to communicate content. You will explore the different types of
images such as jpg and you may wish to use transparent image backgrounds (such as gif format) to ensure images suit the website style;
• use of colour is also important for example you may wish to use a company’s corporate
colours on a website; • document downloads. A client may wish to offer larger documents that can be
downloaded and printed by the user. You should be able to offer file download and be able to advise your client on document formats, for example the benefits of PDF over MS Word.
Business aspects to Web Design Through this unit you will gain experience of taking a website from concept to reality. You will understand the importance of an e-presence for an organisation. You will also understand that to ensure a website reaches its target audience it is essential that it is marketed effectively. You must understand: • importance of an e-presence; • website marketing – how and why; • how to advise your client on the different standard banner images currently in use as well
as the different cost models available; • the email newsletter. Many websites offer a newsletter that is transmitted via email – you
should be aware of the data protection implications for running such as system and some of the practical problems that can arise;
• how to advise your client on Search Engine placement. This should include the concept
of spiders, search engine submission systems and benefits of link swapping; • how to advise your client on financial costs involved in creation and long term running of
the site; • how to document the current state of website usage through log and web stats analysis. What are the standard ways of working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should:
• manage your work effectively; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
51
AS
UN
IT 4
− W
EB
DE
SIG
N
ASS
ESS
ME
NT
EV
IDE
NC
E
In
this
uni
t, yo
u ha
ve le
arne
d ab
out t
he In
tern
et, t
he te
chno
logy
that
supp
orts
it a
nd th
e su
rrou
ndin
g sy
stem
s and
serv
ices
. Y
ou m
ust
dem
onst
rate
you
r und
erst
andi
ng a
nd a
pply
the
skill
s you
hav
e ac
quire
d.
You
hav
e be
en p
rovi
ded
with
a c
ase
stud
y on
whi
ch y
ou w
ill h
ave
cond
ucte
d th
orou
gh re
sear
ch b
ased
on
the
know
ledg
e an
d sk
ills y
ou h
ave
acqu
ired
thro
ugho
ut th
is u
nit.
As p
art o
f the
futu
re d
evel
opm
ent o
f the
com
pany
, the
man
agem
ent i
s kee
n to
dev
elop
a w
eb p
rese
nce.
In
you
r cap
acity
as a
Web
Dev
elop
er fo
r the
firm
of c
onsu
ltant
s (Sp
ecia
list S
olut
ions
Lim
ited)
em
ploy
ed to
dev
elop
a so
lutio
n, y
ou m
ust
exam
ine
the
situ
atio
n an
d pr
ovid
e a
solu
tion.
Y
ou n
eed
to p
rodu
ce
A p
rofe
ssio
nal f
unct
iona
l web
site
that
fully
mee
ts th
e re
quire
men
ts o
f the
com
pany
in te
rms o
f mar
ketin
g an
d or
derin
g. T
his s
ite sh
ould
be
host
ed a
nd a
ble
to b
e us
ed b
y th
e se
lect
ed a
udie
nce.
Thi
s tas
k w
ill g
ive
you
expe
rienc
e of
pla
nnin
g a
web
site
impl
emen
tatio
n, a
s wel
l as l
ooki
ng
at m
arke
ting,
web
site
acc
essi
bilit
y an
d fin
anci
al is
sues
. In
car
ryin
g ou
t thi
s tas
k, y
ou m
ust p
rodu
ce a
pla
n fo
r the
use
r bef
ore
the
deve
lopm
ent t
akes
pla
ce.
This
pla
n w
ill o
utlin
e as
pect
s of t
he w
ebsi
te
for e
xam
ple,
pag
e la
yout
idea
s, si
te st
ruct
ure
and
cont
ent g
uide
lines
. A
s wel
l as t
echn
ical
info
rmat
ion
you
mus
t pro
vide
a fi
nanc
ial o
verv
iew
of
the
likel
y co
sts i
n bo
th th
e cr
eatio
n an
d th
e lo
ng te
rm m
anag
emen
t of t
he si
te (h
ostin
g et
c).
This
pla
n sh
ould
be
deve
lope
d in
to a
n ov
eral
l de
velo
pmen
t jou
rnal
span
ning
the
life
cycl
e of
the
proj
ect.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
52
Feas
ibili
ty o
f Pro
ject
It
is im
porta
nt to
rem
embe
r tha
t all
user
s will
hav
e pa
rticu
lar r
equi
rem
ents
for t
heir
web
site
s. It
is im
porta
nt to
rese
arch
a ra
nge
of b
usin
ess
requ
irem
ents
thor
ough
ly a
nd p
rese
nt th
ese
in y
our w
ritte
n ou
tline
. Th
is o
utlin
e sh
ould
incl
ude
a po
rtfol
io o
f ide
as a
nd a
n ou
tline
of s
ite
stru
ctur
e, m
akin
g re
fere
nce
to ti
mes
cale
and
fina
ncia
l cos
ts.
You
mus
t rem
embe
r tha
t the
com
pany
will
con
side
r you
to b
e th
e ex
pert
so it
is
esse
ntia
l you
pro
vide
tech
nica
l inf
orm
atio
n su
ch a
s dom
ain
and
host
ing
issu
es in
an
easy
to u
nder
stan
d fo
rmat
. Th
e si
te sp
ecifi
catio
n sh
ould
incl
ude:
•
aim
s of t
he w
ebsi
te;
• w
ho is
the
site
for (
targ
et a
udie
nce)
; •
dom
ain
nam
e an
d ho
stin
g is
sues
; •
site
man
agem
ent i
ssue
s;
• ba
sic
page
layo
ut id
eas;
•
site
stru
ctur
e id
eas;
•
cont
ent r
equi
rem
ents
from
clie
nt;
• m
arke
ting
requ
irem
ents
; •
acce
ssib
ility
issu
es;
• le
gal i
ssue
s (D
ata
Prot
ectio
n A
ct if
app
licab
le);
• fin
anci
al is
sues
; •
times
cale
s. Y
ou m
ay n
eed
to re
view
the
spec
ifica
tion
seve
ral t
imes
bef
ore
it is
fully
fina
lised
. O
nce
com
plet
e th
is sp
ecifi
catio
n do
cum
enta
tion
will
be
asse
ssed
as p
art o
f you
r por
tfolio
. Ea
ch p
age
shou
ld b
e do
cum
ente
d in
clud
ing:
•
web
page
scre
en sh
ot;
• fo
nts /
styl
es a
nd c
olou
rs u
sed;
•
met
a ta
gs u
sed
and
why
they
wer
e em
ploy
ed;
• na
viga
tion
issu
es;
• us
e of
text
layo
ut to
ols s
uch
as la
yers
, tab
les o
r fra
mes
;
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
53
• us
e of
imag
es a
nd if
app
licab
le h
ow th
ey w
ere
crea
ted;
•
dow
nloa
dabl
e co
nten
t; •
acce
ssib
ility
issu
es c
onsi
dere
d.
Thes
e ta
sks w
ill d
emon
stra
te th
e fo
llow
ing:
•
desi
gnin
g fo
r an
audi
ence
; •
dom
ains
and
hos
ting;
•
page
layo
ut;
• bu
sine
ss a
spec
ts o
f web
des
ign;
•
wha
t are
the
stan
dard
way
s of w
orki
ng?
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
54
AS
UN
IT 4
− W
EB
DE
SIG
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O1
Can
dida
te p
rodu
ces a
bas
ic w
ebsi
te
mee
ting
only
som
e of
the
requ
irem
ents
of t
he u
ser.
C
andi
date
pro
duce
s a b
asic
des
ign
docu
men
t mak
ing
limite
d us
e of
la
yout
tool
s.
1-3
Can
dida
te p
rodu
ces a
mor
e de
velo
ped
web
site
show
ing
som
e un
ders
tand
ing
of w
ebsi
te d
esig
n an
d st
ruct
ure,
mee
ting
a nu
mbe
r of
the
user
requ
irem
ents
. C
andi
date
pro
duce
s a d
esig
n do
cum
ent u
sing
bas
ic la
yout
tool
s an
d a
num
ber o
f adv
ance
d pr
esen
tatio
n fe
atur
es.
4-6
Can
dida
te p
rodu
ces a
wel
l de
sign
ed a
nd d
evel
oped
w
ebsi
te m
eetin
g m
ost o
f the
cl
ient
requ
irem
ents
and
usi
ng a
nu
mbe
r of a
dvan
ced
feat
ures
or
page
con
tent
. C
andi
date
pro
duce
s a w
ell
pres
ente
d us
er d
ocum
ent t
hat
clea
rly c
omm
unic
ates
the
desi
gn a
nd fu
nctio
n of
the
web
site
. The
doc
umen
t sho
uld
use
adva
nced
layo
ut a
nd
pres
enta
tion
tool
s.
7-10
Can
dida
te p
rodu
ces a
com
preh
ensi
ve,
cohe
rent
web
site
pre
sent
ed to
a h
igh
stan
dard
and
usi
ng a
n ex
tens
ive
rang
e an
d va
riety
of e
nhan
ced
feat
ures
re
leva
nt to
the
clie
nt a
nd d
emon
stra
ting
prac
tical
ICT
capa
bilit
y at
a h
igh
leve
l. C
andi
date
shou
ld m
eet a
ll th
e ne
eds o
f th
e us
er a
nd d
ocum
ent t
he si
te in
a w
ell
pres
ente
d do
cum
ent t
hat m
akes
use
of
adva
nced
ICT
layo
ut a
nd d
raw
ing
tool
s.
11-1
3
AO
2
Can
dida
te d
emon
stra
tes a
bas
ic
unde
rsta
ndin
g of
the
impo
rtanc
e of
in
form
atio
n an
d co
mm
unic
atio
n to
th
e us
er fo
r who
m th
ey a
re
deve
lopi
ng th
e w
ebsi
te.
This
is e
vide
nced
by
the
pres
ence
of
sim
ple
site
spec
ifica
tion
docu
men
ts
and
a si
mpl
e w
ebsi
te w
hich
con
tain
s th
e ag
reed
con
tent
and
can
be
navi
gate
d fr
om a
hom
e pa
ge
Can
dida
te d
emon
stra
tes a
bas
ic
unde
rsta
ndin
g of
con
fiden
tialit
y /
Dat
a Pr
otec
tion
issu
es a
nd c
opyr
ight
is
sues
with
rega
rd to
web
site
con
tent
. W
ebsi
te a
nd u
ser d
ocum
enta
tion
show
a b
asic
und
erst
andi
ng o
f IC
T sy
stem
s and
ava
ilabl
e re
sour
ces.
1-3
Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
impo
rtanc
e of
in
form
atio
n an
d co
mm
unic
atio
n to
th
e us
er fo
r who
m th
ey a
re
wor
king
. Th
is is
evi
denc
ed b
y th
e pr
esen
ce
of st
ruct
ured
site
spec
ifica
tion
docu
men
ts a
nd a
wel
l org
anis
ed
web
site
whi
ch is
eas
ily n
avig
able
fr
om a
ll pa
ges i
n th
e si
te.
Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
con
fiden
tialit
y /
Dat
a Pr
otec
tion
and
copy
right
is
sues
with
rega
rd to
web
site
co
nten
t.
Web
site
and
use
r doc
umen
tatio
n sh
ow u
nder
stan
ding
of I
CT
syst
ems
and
avai
labl
e re
sour
ces.
4-7
- Can
dida
te d
emon
stra
tes a
go
od u
nder
stan
ding
of t
he
impo
rtanc
e of
info
rmat
ion
and
com
mun
icat
ion
to th
e us
er.
This
is e
vide
nced
by
the
pres
ence
of a
site
spec
ifica
tion
clea
rly re
late
d to
the
user
re
quire
men
ts a
nd a
wel
l or
gani
sed
web
site
whi
ch is
ea
sily
nav
igab
le a
nd p
rese
nts
the
corr
ect i
nfor
mat
ion.
- C
andi
date
dem
onst
rate
s a
good
und
erst
andi
ng o
f co
nfid
entia
lity
/ Dat
a Pr
otec
tion
and
copy
right
issu
es
with
rega
rds t
o w
ebsi
te
cont
ent.
- W
ebsi
te a
nd U
ser
docu
men
tatio
n sh
ow a
goo
d un
ders
tand
ing
of IC
T sy
stem
s an
d re
sour
ces e
vide
nt
thro
ugho
ut th
e ta
sk.
8-11
C
andi
date
dem
onst
rate
s a d
etai
led
unde
rsta
ndin
g of
the
impo
rtanc
e of
in
form
atio
n an
d co
mm
unic
atio
n to
the
Use
r.
This
is e
vide
nced
by
the
pres
ence
of a
si
te sp
ecifi
catio
n cl
early
rela
ted
to th
e us
er re
quire
men
ts a
nd ta
king
acc
ount
of
budg
etar
y an
d tim
e co
nstra
ints
and
a
wel
l org
anis
ed w
ebsi
te w
hich
is e
asily
na
viga
ble
and
pres
ents
the
corr
ect
info
rmat
ion
in a
form
at a
ppro
pria
te fo
r th
e au
dien
ce.
Can
dida
te d
emon
stra
tes a
det
aile
d un
ders
tand
ing
of c
onfid
entia
lity/
data
pr
otec
tion
and
copy
right
issu
es w
ith
rega
rds t
o w
ebsi
te c
onte
nt.
Web
site
and
doc
umen
tatio
n ar
e w
ell
writ
ten
and
pres
ente
d in
a m
anne
r de
mon
stra
ting
exte
nsiv
e kn
owle
dge
of
ICT
syst
ems.
Evid
ence
of a
ccur
acy
in
mee
ting
Use
r nee
ds e
vide
nt th
roug
hout
ta
sks.
12-1
5
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
55
AS
UN
IT 4
− W
EB
DE
SIG
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O3
Can
dida
te p
rodu
ces a
web
site
of
bas
ic q
ualit
y sh
owin
g ba
sic
appl
icat
ion
know
ledg
e an
d sk
ills i
n th
e so
lutio
n.
Web
site
and
repo
rt ar
e su
itabl
e fo
r the
inte
nded
pu
rpos
e an
d ap
prop
riate
la
yout
styl
es a
nd to
ols a
re
used
to a
chie
ve o
bjec
tives
.
1-3
Can
dida
te p
rodu
ces a
web
site
of
good
qua
lity
and
cons
iste
nt
appr
oach
show
ing
good
un
ders
tand
ing
of th
e ap
plic
atio
n of
kn
owle
dge
and
skill
s to
prod
uce
a fin
al so
lutio
n.
Web
site
and
repo
rt ar
e w
ell s
uite
d to
the
inte
nded
pur
pose
and
de
mon
stra
te re
leva
nt a
pplic
atio
n of
ap
prop
riate
tool
s and
feat
ures
.
4-6
Can
dida
te p
rodu
ces a
web
site
of
very
goo
d qu
ality
and
con
sist
ent
appr
oach
show
ing
good
un
ders
tand
ing
of th
e ap
plic
atio
n of
kno
wle
dge
and
skill
s to
prod
uce
a fin
al so
lutio
n.
Web
site
and
repo
rt ar
e ve
ry w
ell
suite
d to
the
inte
nded
pur
pose
. Ev
iden
ce o
f ski
ll in
goo
d us
e of
ad
vanc
ed fe
atur
es a
nd to
ols.
7-10
- C
andi
date
pro
duce
s a w
ebsi
te o
f ver
y hi
gh st
anda
rd a
nd c
onsi
sten
t app
roac
h.
Thor
ough
und
erst
andi
ng o
f the
ap
plic
atio
n of
skill
s and
kno
wle
dge
to
the
solu
tion
docu
men
ted.
- W
ebsi
te a
nd re
port
are
writ
ten
and
pres
ente
d in
a m
anne
r hig
hly
rele
vant
to
the
purp
ose
and
Use
r. Ex
tens
ive
use
of a
wid
e ra
nge
of to
ols
and
feat
ures
app
ropr
iate
ly a
pplie
d to
th
e so
lutio
ns c
lear
ly d
emon
stra
ted.
11-1
3
AO
4
Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce a
t a
basi
c le
vel m
akin
g lit
tle
sugg
estio
n of
furth
er
deve
lopm
ent.
C
andi
date
eva
luat
es h
ow
thei
r sol
utio
n fu
lfils
the
requ
irem
ents
of t
he U
ser.
So
me
eval
uatio
n of
ow
n pe
rfor
man
ce w
ith re
gard
to
solu
tion
prov
ided
.
1-2
Can
dida
te e
valu
ates
web
site
/p
erfo
rman
ce sh
owin
g un
ders
tand
ing
and
com
paris
on o
f go
od p
ract
ice.
Web
site
is e
xpla
ined
us
ing
som
e te
chni
cal a
nd
desc
riptiv
e la
ngua
ge.
Can
dida
te m
akes
som
e su
gges
tions
fo
r fur
ther
de
velo
pmen
t/im
prov
emen
t.
Can
dida
te sh
ows u
nder
stan
ding
in
eval
uatin
g ho
w th
eir s
olut
ion
fulfi
ls
the
requ
irem
ents
of t
he u
ser.
Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of i
dent
ifyin
g so
lutio
n.
3-4
Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce sh
owin
g a
good
und
erst
andi
ng o
f cur
rent
go
od p
ract
ice.
W
ebsi
te is
cle
arly
exp
lain
ed
usin
g te
chni
cal a
nd d
escr
iptiv
e la
ngua
ge.
Can
dida
te m
akes
a n
umbe
r of
rele
vant
sugg
estio
ns fo
r fur
ther
de
velo
pmen
t /im
prov
emen
t. C
andi
date
show
s goo
d un
ders
tand
ing
in e
valu
atio
n of
ho
w th
eir s
olut
ion
fulfi
ls th
e re
quire
men
ts o
f the
Use
r.
Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of
iden
tifyi
ng a
solu
tion.
5-7
- Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce in
a c
lear
and
lo
gica
l man
ner.
Can
dida
te sh
ows a
n un
ders
tand
ing
of g
ood
prac
tice.
W
ebsi
te is
cle
arly
exp
lain
ed u
sing
te
chni
cal a
nd d
escr
iptiv
e la
ngua
ge.
- Can
dida
te is
aw
are
of li
mita
tions
and
m
akes
a n
umbe
r of i
nfor
med
rele
vant
su
gges
tions
for f
urth
er
deve
lopm
ent/i
mpr
ovem
ent.
- C
andi
date
pro
vide
s a w
ell e
xpla
ined
ev
alua
tion
dem
onst
ratin
g th
orou
gh
unde
rsta
ndin
g of
how
thei
r sol
utio
n fu
lfils
the
requ
irem
ents
of t
he U
ser.
- C
andi
date
crit
ical
ly e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of
iden
tifyi
ng a
solu
tion.
8-9
CCEA GCE Applied ICT – from September 2006
56
AS UNIT 4 - WEB DESIGN GUIDANCE FOR TEACHERS Delivery Strategies This unit aims to enable candidates to develop an understanding of the Internet, the supporting technology and surrounding systems and services. Candidates should be allowed to consider options for creating and developing web pages using appropriate software. Candidates should learn about Internet and Intranet environments and the necessary security issues. Candidates should also learn about the relevance and importance of an e-presence for a business organisation. It is recommended that the course should commence with the following items: • how a business aims web content to a specific audience; • what makes a good business web site; • aims and objectives of a business website; • how a business website / domain is hosted; • business aspects to web content eg marketing and statistics.
This will provide opportunities for candidates to apply their knowledge and understanding to the business under consideration. Candidates should be encouraged to focus on the user centred issues surrounding the production of a website used for communication and promotion of a business. A variety of teaching strategies should be used. Texts, prepared notes on specific topics and a range of published materials can be used to develop a broad understanding. The student’s research of the problem should provide opportunities to develop skills of independent learning – planning, information seeking and evaluation. Candidates should research a range of website styles as part of the design process. Full understanding of the nature and purpose of the information that is to be presented will allow the candidate to choose the best mode of communication (text/graphics or combination of both) to be employed on their completed site. Assessment Strategies The candidates are required to produce a small business website based on their investigation of the enterprising business described in the case study material. They are also required to produce a written document outlining the website plan, design and development. This might include organisational charts and illustrations (such as tables, diagrams, sketches and flow charts). The emphasis, however, should be on the website as a mode of information communication.
CCEA GCE Applied ICT – from September 2006
57
Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • examples of good practice (teacher selected websites); • visiting web designers; • business materials, such as marketing brochures; • specific client websites; • web design sites that may provide candidates with guidance and inspiration; • there is a wide range of textbooks aimed at basic web design; • printed materials from companies may also provide a suitable reference source.
CCEA GCE Applied ICT – from September 2006
58
AS UNIT 5 − SPREADSHEETS FOR BUSINESS APPLICATIONS ABOUT THIS UNIT This unit will develop skills in the use and application of spreadsheet software in a business context. It will require the determination and agreement of user requirements, the specification and design of working solutions using a range of functions and facilities, appropriate presentation of data, testing, acceptance testing, evaluation and documentation of solutions. You will reflect on your solutions and identify areas for development and improvement. You will be required to examine and apply standard ways of working in this context. This unit will be internally assessed through a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how organisations make use of spreadsheet software; • how spreadsheets can process data to produce information; • how to produce a solution to a user defined problem in terms of input data, data
processing and the output of information; • the importance of testing and how to perform acceptance testing; • how to present user and technical documentation for you solution; • how to evaluate a working computer-based solution; • the standard ways of working. How Organisations Make Use Of Spreadsheet Software Organisations can make use of spreadsheet software in a variety of ways depending on the size and function of the organisation. You must understand: • the ways in which spreadsheet software is used within a business context; • this will assist you in the development of a solution for an end user.
How Spreadsheets Can Process Data To Produce Information In order to produce a quality solution to a user defined problem, you must be able to use the facilities presented by spreadsheet software. Spreadsheets provide a standard row and
CCEA GCE Applied ICT – from September 2006
59
column structure with many functions, you should investigate the structure and associated functions within a spreadsheet and also become familiar with the facilities for presenting data in a visual form. You must understand: • the basic structure of a spreadsheet as a flat grid with rows and columns which can
contain different types of data and be able to; • move around the spreadsheet and enter and edit data; • save and retrieve worksheets and cell ranges; • change column widths, row heights and delete rows and columns; • format numbers; • copy and move data from one location to another using the menus; • fill-handle and drag and drop; • improve the appearance of a spreadsheet by using borders, shading, colour, fonts,
alignment and auto format; • make effective use of headers and footers and page orientation; • protect cells; • create, remove and link worksheets; • enter formulae and make use of built-in functions; • print spreadsheets showing data and formulae where appropriate. The different types of data which can be stored in a spreadsheet, that is numbers, text, date, formulae, Boolean, built-in functions and how to use and manipulate the data. How to format the different types of data as: • number; • currency; • date; • time; • scientific; • text; • special; • custom.
CCEA GCE Applied ICT – from September 2006
60
You need to understand the different types of cell referencing. Cell references can be relative, absolute or can refer to a range of cells. Cell referencing can also take the form of a 3D reference. You must be able to make appropriate use of such cell referencing: • how data is manipulated using arithmetic, relational and logical operators; • how text can be manipulated and concatenated; • the way in which formulae are constructed to do calculations and to establish
relationships between constants and variables on a spreadsheet; • how to make appropriate use of typical built-in functions such as:
- SUM - AVERAGE - MAX - MINIMUM - COUNT - COUNTA - COUNTIF - INT - MODE - MEDIAN - RAND - IF
• that a simple database, called a list, can be created in a spreadsheet and how to create
such a structure; • how to enter, edit and delete data to or from the list directly or using a data entry form; • how to search a list using a form; • how to sort data in a list; • how to use filters to select data on a spreadsheets; • how to make use of the subtotals function. How To Produce A Spreadsheet Solution To A User Defined Problem In Terms Of Input Data, Data Processing And The Output Of Information When you produce a spreadsheet solution to meet user requirements, you should include data entry facilities, data processing and reports or graphs for the user. Your solution should make use of a number of sheets within a spreadsheet. You must understand:
• how to develop user friendly data entry facilities for a spreadsheet. This can be done making the spreadsheet look like a data entry form;
• the role of controls such as:
− listboxes; − dropdown boxes; − combo boxes; − checkboxes; − option buttons.
CCEA GCE Applied ICT – from September 2006
61
• how to automate routine user tasks or reduce user key strokes by the use of macros; • how to create a menu driven system by using buttons and attaching macros to the buttons; • how to include data entry messages to assist the users of the system; • how to validate any data captured by the system and how to produce suitable error
messages to assist users; • what role templates can play in a spreadsheet system; • how to create templates which will save time for users; • how to present results graphically and in printed format. The Importance Of Testing And How To Perform Acceptance Testing When producing a solution to a users requirements, the new system must be tested to ensure it does what is required of it and meets the user’s expectations. You should thoroughly test a solution before releasing to the user. You must understand: • the difference between application and acceptance testing; • the need for a test specification which will outline the tests that the system will undergo
before being released; • the structure of a test specification which should include:
− test data which is acceptable and unacceptable; − an explanation for the inclusion of the test data value; − the observed result of entering the data into the system and the actual result obtained.
• that the test specification should cover checks for all formulae and functions; • that the test specification should include checks to ensure that the user’s needs have
been met. How To Present User And Technical Documentation For Your Solution When you produce a solution for a user it should always be accompanied by documentation. You will learn how to construct effective a useable documentation for users and specialists. You must understand: • how a user guide is constructed; • the characteristic features of a user guide. For example it has a lot of graphics and does
not use jargon;
CCEA GCE Applied ICT – from September 2006
62
• how a technical guide is constructed; • the characteristic features of a technical guide. For example it includes instructions for
installing the spreadsheet application and guidance on the required hardware and software.
How To Evaluate A Working Computer-Based Solution The success of failure of your system will depend on whether or not the system fulfils the user’s requirements. Evaluating a system once it has been released will enable you to reflect on how well your system performs. You must understand: • why evaluation must take place; • the questions to be answered during evaluation; • does the solution meet the user’s requirements? • is it an effective and efficient solution? • is the solution fit for purpose? • can the solution be improved in any way? What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
63
AS
UN
IT 5
− S
PRE
AD
SHE
ET
S FO
R B
USI
NE
SS A
PPL
ICA
TIO
NS
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
lear
ned
how
org
anis
atio
ns m
ake
use
of sp
read
shee
t app
licat
ions
. Y
ou a
lso
lear
ned
how
to m
ake
use
of sp
read
shee
t too
ls a
nd
func
tions
so th
at d
ata
can
be m
anip
ulat
ed a
nd u
sed
to p
rodu
ce m
eani
ngfu
l inf
orm
atio
n fo
r the
org
anis
atio
n. Y
ou h
ave
ente
red
data
in d
iffer
ent
form
ats a
nd p
erfo
rmed
cal
cula
tions
and
pro
duce
d gr
aphs
and
cha
rts fr
om th
at d
ata.
You
shou
ld a
lso
know
how
to p
rodu
ce a
syst
em b
y de
finin
g th
e us
er’s
requ
irem
ents
in te
rms o
f inp
ut, p
roce
ssin
g re
quire
d an
d ou
tput
. Y
ou n
eed
to p
rodu
ce:
A d
etai
led
docu
men
t whi
ch li
sts t
he n
eeds
of t
he u
ser w
ho w
ants
you
to d
esig
n a
spre
adsh
eet a
pplic
atio
n to
suit
parti
cula
r pur
pose
in te
rms o
f in
put,
proc
esse
s and
out
put.
The
doc
umen
t sho
uld
cont
ain:
•
outp
ut re
quire
d fr
om th
e sy
stem
; •
inpu
t req
uire
d to
pro
duce
the
outp
ut;
• pr
oces
ses r
equi
red
to m
anip
ulat
e or
pro
cess
the
data
so th
at th
e re
quire
d ou
tput
can
be
prod
uced
; •
a on
e pa
ge e
xpla
natio
n of
why
a sp
read
shee
t is s
uita
ble
to so
lve
the
prob
lem
spec
ified
by
the
user
; •
a w
orki
ng m
enu
driv
en sp
read
shee
t app
licat
ion
whi
ch m
akes
use
of s
impl
e an
d co
mpl
ex sp
read
shee
t fea
ture
s app
ropr
iate
ly;
• an
nota
ted
scre
ensh
ots o
f you
r app
licat
ion
whi
ch e
vide
nce
that
the
appl
icat
ion
fulfi
ls th
e us
er’s
requ
irem
ents
; •
a te
st p
lan
whi
ch c
onta
ins a
list
of a
ll te
st d
ata
to b
e us
ed (a
pplic
atio
n te
stin
g);
• an
nota
ted
scre
ensh
ots e
vide
ncin
g th
at th
e ap
plic
atio
n te
stin
g ha
s bee
n ca
rrie
d ou
t; •
a us
er g
uide
whi
ch w
ill a
llow
a n
ovic
e us
er to
nav
igat
e th
e sy
stem
;
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
64
• a
tech
nica
l gui
de w
hich
will
allo
w a
use
r to
inst
all a
nd u
se th
e ap
plic
atio
n;
• a
two
page
eva
luat
ion
of h
ow y
our s
yste
m m
eets
the
user
requ
irem
ents
; Th
is w
ill d
emon
stra
te th
e fo
llow
ing:
•
how
org
anis
atio
ns m
ake
use
of sp
read
shee
t sof
twar
e;
• ho
w sp
read
shee
ts c
an p
roce
ss d
ata
to p
rodu
ce in
form
atio
n;
• ho
w to
pro
duce
a so
lutio
n to
a u
ser d
efin
ed p
robl
em in
term
s of i
nput
dat
a, d
ata
proc
essi
ng a
nd th
e ou
tput
of i
nfor
mat
ion;
•
the
impo
rtanc
e of
test
ing
and
how
to p
erfo
rm a
ccep
tanc
e te
stin
g;
• ho
w to
pre
sent
use
r and
tech
nica
l doc
umen
tatio
n fo
r you
r sol
utio
n;
• ho
w to
eva
luat
e a
wor
king
com
pute
r-ba
sed
solu
tion.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
65
AS
UN
IT 5
− S
PRE
AD
SHE
ET
S FO
R B
USI
NE
SS A
PPL
ICA
TIO
NS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O1
- Can
dida
te
dem
onst
rate
s som
e ca
pabi
lity
in a
pply
ing
ICT
. T
his i
s evi
denc
ed
by th
e pr
oduc
tion
of a
w
orki
ng m
enu
driv
en
spre
adsh
eet s
yste
m
whi
ch m
akes
use
of a
m
athe
mat
ical
fu
nctio
ns, g
roup
ing
and
sort
ing
of d
ata
and
grap
hica
l out
put.
- T
he sy
stem
mee
ts
with
the
user
’s
requ
irem
ents
. T
his i
s ev
iden
ced
by th
e pr
oduc
tion
of
anno
tate
d sc
reen
shot
s of
the
appl
icat
ion
whi
ch sh
ow h
ow th
e us
er’s
req
uire
men
ts
have
bee
n m
et.
1-3
- Can
dida
te d
emon
stra
tes
capa
bilit
y in
app
lyin
g IC
T.
Thi
s is e
vide
nced
by
the
prod
uctio
n of
a w
orki
ng u
ser
frie
ndly
men
u dr
iven
sp
read
shee
t sys
tem
whi
ch
mak
es u
se o
f a r
ange
of
mat
hem
atic
al fu
nctio
ns,
grou
ping
and
sort
ing
of
diff
eren
t dat
a ty
pes a
nd
grap
hica
l out
put.
- T
he sy
stem
mee
ts w
ith th
e us
ers r
equi
rem
ents
and
is
easi
ly n
avig
able
. T
his i
s ev
iden
ce b
y th
e pr
oduc
tion
of
anno
tate
d sc
reen
shot
s of t
he
appl
icat
ion
whi
ch sh
ow h
ow
the
user
’s r
equi
rem
ents
hav
e be
en m
et.
4-6
- Can
dida
te d
emon
stra
tes g
ood
capa
bilit
y in
app
lyin
g IC
T.
Thi
s is e
vide
nced
by
the
prod
uctio
n of
a w
orki
ng u
ser
frie
ndly
men
u dr
iven
sp
read
shee
t sys
tem
whi
ch
mak
es u
se o
f a r
ange
of
mat
hem
atic
al fu
nctio
ns, d
ate
man
ipul
atio
n, li
nkin
g of
w
orks
heet
s, gr
oupi
ng a
nd
sort
ing
of d
iffer
ent d
ata
type
s an
d gr
aphi
cal o
utpu
t. T
he
syst
em in
clud
es th
e us
e of
a
data
cap
ture
scre
en a
nd
valid
atio
n fo
r da
ta e
ntry
.
Can
dida
tes d
emon
stra
te a
hig
h le
vel o
f com
pete
nce
in th
e us
e of
th
e to
ol b
y lim
iting
the
data
va
lues
whi
ch c
an b
e en
tere
d in
to c
ells
. - T
he sy
stem
mee
ts w
ith th
e us
ers r
equi
rem
ents
and
is e
asily
na
viga
ble.
Thi
s is e
vide
nce
by
the
prod
uctio
n of
ann
otat
ed
scre
ensh
ots o
f the
app
licat
ion
whi
ch sh
ow c
lear
ly h
ow th
e us
er’s
req
uire
men
ts h
ave
been
m
et.
7-10
- C
andi
date
dem
onst
rate
s a h
igh
leve
l of
cap
abili
ty in
app
lyin
g IC
T.
Thi
s is
evid
ence
d by
the
prod
uctio
n of
a
wor
king
, hi
gh q
ualit
y in
terf
aced
, m
enu
driv
en sp
read
shee
t sys
tem
w
hich
mak
es u
se o
f an
exte
nsiv
e ra
nge
of m
athe
mat
ical
func
tions
, and
ot
her
adva
nced
feat
ures
such
as V
B
code
, dat
e m
anip
ulat
ion,
link
ing
of
wor
kshe
ets,
man
ipul
atio
n gr
oupi
ng
and
sort
ing
of d
iffer
ent d
ata
type
s an
d gr
aphi
cal o
utpu
t. T
he sy
stem
in
clud
es th
e us
e of
a w
ell d
esig
n da
ta
capt
ure
scre
ens a
nd v
alid
atio
n fo
r da
ta e
ntry
. C
andi
date
s de
mon
stra
te
a hi
gh le
vel o
f com
pete
nce
in th
e us
e of
the
tool
by
limiti
ng th
e da
ta v
alue
s w
hich
can
be
ente
red
into
cel
ls.
- T
he sy
stem
mee
ts w
ith th
e us
ers
requ
irem
ents
and
is e
asily
nav
igab
le.
Thi
s is e
vide
nce
by th
e pr
oduc
tion
of
anno
tate
d sc
reen
shot
s of t
he
appl
icat
ion
whi
ch sh
ow c
lear
ly h
ow
the
user
’s r
equi
rem
ents
hav
e be
en
met
.
11-1
3
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
66
AS
UN
IT 5
− S
PRE
AD
SHE
ET
S FO
R B
USI
NE
SS A
PPL
ICA
TIO
NS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O2
- Can
dida
tes
de
mon
stra
te a
bas
ic
unde
rsta
ndin
g of
the
role
of a
n IC
T sy
stem
in
an
orga
nisa
tion.
T
his i
s evi
denc
ed b
y th
e ex
iste
nce
of a
use
r gu
ide
and
a te
chni
cal
inst
alla
tion
guid
e.
- T
he d
esig
n do
cum
ent
cont
ains
all
of th
e re
leva
nt se
ctio
ns a
nd is
us
ed to
dev
elop
the
syst
em.
- Can
dida
te
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
and
de
pend
able
syst
em b
y de
velo
ping
a te
st p
lan
whi
ch te
sts t
he
appl
icat
ion
usin
g a
set
of te
st d
ata.
1-3
- Can
dida
tes
dem
onst
rate
a
good
und
erst
andi
ng o
f the
rol
e of
an
ICT
syst
em in
an
orga
nisa
tion.
Thi
s is
evid
ence
d by
the
exis
tenc
e of
a
user
gui
de a
nd a
tech
nica
l in
stal
latio
n gu
ide.
Eac
h do
cum
ent u
ses l
angu
age
appr
opri
ate
for
the
targ
et
audi
ence
and
incl
udes
gra
phic
s to
aid
in p
rese
ntat
ion.
- T
he d
esig
n do
cum
ent
cont
ains
all
of th
e re
leva
nt
sect
ions
and
is u
sed
to d
evel
op
the
syst
em
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
robu
st a
nd d
epen
dabl
e sy
stem
by
deve
lopi
ng a
test
pl
an w
hich
test
s the
ap
plic
atio
n us
ing
a se
t of t
est
data
whi
ch te
sts e
xtre
me,
val
id
and
inva
lid d
ata.
4-7
- Can
dida
tes
dem
onst
rate
a
high
leve
l of u
nder
stan
ding
of
the
role
of a
n IC
T sy
stem
in a
n or
gani
satio
n. T
his i
s evi
denc
ed
by th
e de
sign
of a
hig
h qu
ality
us
er g
uide
and
a te
chni
cal
inst
alla
tion
guid
e. E
ach
docu
men
t use
s lan
guag
e ap
prop
riat
e fo
r th
e ta
rget
au
dien
ce a
nd in
clud
es r
elev
ant
grap
hics
whi
ch a
re p
ositi
oned
ap
prop
riat
ely
to a
id in
pr
esen
tatio
n. T
he d
ocum
ents
ar
e ac
cura
te a
nd th
e la
yout
is in
ke
epin
g w
ith th
e st
ruct
ure
of a
ty
pica
l use
r an
d te
chni
cal
inst
alla
tion
guid
e.
- T
he d
esig
n do
cum
ent i
s of
high
qua
lity
and
cont
ains
all
of
the
rele
vant
sect
ions
. It i
s use
d to
dev
elop
the
syst
em a
nd
refe
rred
to o
r up
date
d w
hen
appr
opri
ate.
- C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
and
dep
enda
ble
syst
em
by d
evel
opin
g a
com
preh
ensi
ve
test
pla
n w
hich
test
s the
ap
plic
atio
n us
ing
a se
t of t
est
data
whi
ch te
sts e
xtre
me,
val
id
and
inva
lid d
ata
and
also
ch
ecks
the
navi
gatio
n pa
thw
ays
of th
e sy
stem
.
8-11
- C
andi
date
s dem
onst
rate
a v
ery
high
le
vel o
f und
erst
andi
ng o
f the
rol
e of
an
ICT
syst
em in
an
orga
nisa
tion.
T
his i
s evi
denc
ed b
y th
e de
sign
of
accu
rate
ly, w
ell d
esig
ned
and
conc
ise
user
and
tech
nica
l doc
umen
tatio
n.
Eac
h do
cum
ent u
ses l
angu
age
appr
opri
ate
for
the
targ
et a
udie
nce
and
incl
udes
rel
evan
t ann
otat
ed
grap
hics
whi
ch a
re p
ositi
oned
ap
prop
riat
ely
to a
id in
pre
sent
atio
n.
The
doc
umen
ts a
re o
f a h
igh
qual
ity
char
acte
rise
d by
goo
d us
e of
la
ngua
ge, a
ppro
pria
tely
sect
ione
d ar
eas,
corr
ect a
mou
nt o
f inf
orm
atio
n in
a g
iven
spac
e, u
nclu
tter
ed a
nd
clea
r in
stru
ctio
ns w
hich
can
be
easi
ly
exec
uted
.
- The
des
ign
docu
men
t is o
f hig
h qu
ality
and
con
tain
s all
of th
e re
leva
nt se
ctio
ns. I
t is u
sed
to d
evel
op
the
syst
em a
nd r
efer
red
to o
r up
date
d
whe
n ap
prop
riat
e
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
robu
st a
nd d
epen
dabl
e sy
stem
by
deve
lopi
ng a
com
preh
ensi
ve te
st p
lan
whi
ch te
sts t
he a
pplic
atio
n us
ing
a se
t of
test
dat
a w
hich
test
s ext
rem
e, v
alid
an
d in
valid
dat
a an
d al
so c
heck
s the
na
viga
tion
path
way
s of t
he sy
stem
.
12-1
5
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
67
AS
UN
IT 5
− S
PRE
AD
SHE
ET
S FO
R B
USI
NE
SS A
PPL
ICA
TIO
NS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O3
- C
andi
date
s
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
to so
me
exte
nt.
Thi
s is e
vide
nced
by
scre
ensh
ots o
f the
im
plem
enta
tion
of th
e te
st p
lan.
- T
he c
ompl
eted
sy
stem
mee
ts so
me
of
the
user
req
uire
men
ts
in te
rms o
f the
dat
a ca
ptur
e fa
cilit
ies
prov
ided
, cal
cula
tions
un
dert
aken
, the
gr
aphi
cal o
utpu
t pr
oduc
ed a
nd th
e in
form
atio
n pr
oduc
ed
by th
e m
anip
ulat
ion
of
data
. - A
doc
umen
t ju
stify
ing
the
sele
ctio
n of
a sp
read
shee
t to
solv
e th
e pr
oble
m h
as
been
incl
uded
.
1-3
- Can
dida
tes
dem
onst
rate
th
at th
e pr
oble
m h
as b
een
solv
ed to
mee
t with
the
user
’s
requ
irem
ents
. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pl
an.
- T
he c
ompl
eted
syst
em m
eets
al
l of t
he u
sers
req
uire
men
ts in
te
rms o
f the
dat
a ca
ptur
e fa
cilit
ies p
rovi
ded,
cal
cula
tions
un
dert
aken
, the
gra
phic
al
outp
ut p
rodu
ced
and
the
info
rmat
ion
prod
uced
by
the
man
ipul
atio
n of
dat
a.
- A d
ocum
ent j
ustif
ying
the
sele
ctio
n of
a sp
read
shee
t to
solv
e th
e pr
oble
m h
as b
een
incl
uded
. T
he d
ocum
ent
cont
ains
ref
eren
ce to
som
e of
th
e fe
atur
es a
nd fa
cilit
ates
pr
ovid
ed b
y th
e to
ol.
4-6
- Can
dida
tes
dem
onst
rate
that
th
e pr
oble
m h
as b
een
solv
ed to
m
eet w
ith th
e us
er’s
re
quir
emen
ts.
Thi
s is
evid
ence
d by
scre
ensh
ots o
f the
im
plem
enta
tion
of th
e te
st p
lan.
- T
he c
ompl
eted
syst
em m
eets
al
l of t
he u
sers
req
uire
men
ts in
te
rms o
f the
dat
a ca
ptur
e fa
cilit
ies p
rovi
ded,
cal
cula
tions
un
dert
aken
, the
gra
phic
al
outp
ut p
rodu
ced
and
the
info
rmat
ion
prod
uced
by
the
man
ipul
atio
n of
dat
a.
- The
nav
igat
ion
of th
e sy
stem
ha
s bee
n fu
lly te
sted
and
is
show
n to
be
oper
atio
nal a
nd
corr
ect.
- A
doc
umen
t jus
tifyi
ng th
e se
lect
ion
of a
spre
adsh
eet t
o so
lve
the
prob
lem
has
bee
n in
clud
ed.
The
doc
umen
t co
ntai
ns r
efer
ence
to a
ran
ge o
f fe
atur
es a
nd fa
cilit
ates
pr
ovid
ed b
y th
e to
ol a
nd h
ow
they
rel
ate
to th
e us
er’s
re
quir
emen
ts.
7-10
- C
andi
date
s d
emon
stra
te th
at th
e pr
oble
m h
as b
een
solv
ed to
mee
t with
th
e us
er’s
req
uire
men
ts.
Thi
s is
evid
ence
d by
scre
ensh
ots o
f the
im
plem
enta
tion
of th
e te
st p
lan.
- T
he c
ompl
eted
syst
em m
eets
all
of
the
user
s req
uire
men
ts in
term
s of t
he
data
cap
ture
faci
litie
s pro
vide
d,
calc
ulat
ions
und
erta
ken,
the
grap
hica
l out
put p
rodu
ced
and
the
info
rmat
ion
prod
uced
by
the
man
ipul
atio
n of
dat
a.
- The
nav
igat
ion
of th
e sy
stem
has
be
en fu
lly te
sted
and
is sh
own
to b
e op
erat
iona
l and
cor
rect
. The
res
ultin
g do
cum
ent i
s pre
sent
ed a
ccur
atel
y in
a
logi
cal s
eque
nce
with
usi
ng
scre
ensh
ots a
nd ju
stifi
catio
n fo
r te
sts
whe
re a
ppro
pria
te.
- A d
ocum
ent j
ustif
ying
the
sele
ctio
n of
a sp
read
shee
t to
solv
e th
e pr
oble
m
has b
een
incl
uded
. T
he d
ocum
ent
cont
ains
ref
eren
ce o
nly
to r
elev
ant
feat
ures
and
faci
litat
es p
rovi
ded
by
the
tool
and
how
they
rel
ate
to th
e us
er’s
req
uire
men
ts.
11-1
3
A04
- C
andi
date
des
crib
es
the
solu
tions
but
pl
aces
lim
ited
or n
o cr
itica
l eva
luat
ion
into
th
e fin
al r
epor
t.
- Can
dida
te p
rovi
des
som
e ev
alua
tion
of
thei
r ow
n pe
rfor
man
ce
in te
rms o
f mee
ting
Use
r re
quir
emen
ts.
1-2
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
re
port
. - C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms
mee
ting
the
user
’s
requ
irem
ents
.
3-4
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
re
port
.
- Can
dida
te r
efle
cts o
n th
e so
lutio
n an
d m
akes
re
com
men
datio
ns fo
r im
prov
emen
t.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s mee
ting
the
user
’s r
equi
rem
ents
.
5-7
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es a
wel
l str
uctu
red
and
thor
ough
ev
alua
tion
of th
e so
lutio
n in
to th
e fin
al r
epor
t.
- Can
dida
te r
efle
cts o
n th
e so
lutio
n an
d m
akes
rec
omm
enda
tions
for
impr
ovem
ent.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms m
eetin
g th
e us
er’s
req
uire
men
ts a
nd ti
me
man
agem
ent.
8-9
CCEA GCE Applied ICT – from September 2006
68
AS UNIT 5 − SPREADSHEETS FOR BUSINESS APPLICATIONS GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of a spreadsheet system. Candidates should have good working knowledge of the features available within a spreadsheet application. Candidates will use these features to develop a solution to a user defined problem. The solution should incorporate a front end user interface which automates the system and demonstrates an understanding of user friendly concepts. Candidates should be encouraged to reflect upon how organisations make use of spreadsheet applications and the features commonly used by them. In order to become familiar with the technical aspects of spreadsheets candidates should undertake small examples contextualised in a business setting. Having developed the practical skills and an understanding of the features associated with spreadsheet applications, candidates could undertake a practical preliminary exercise to ensure that the have the necessary skills to make informed decisions about the use of software features. The importance of testing a system before releasing it should be emphasised to students. It may be useful to allow candidates to examine and improve a less than perfect system to emphasise this point. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have well developed skills in the use of a spreadsheet application. The candidate will develop test and document a spreadsheet which meets the needs of the user and is fully tested to ensure that all aspects work well. Documentation to support the software should also be provided. The system should make effective use of software features and be fit for purpose. Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range.
CCEA GCE Applied ICT – from September 2006
69
It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.
CCEA GCE Applied ICT – from September 2006
70
AS UNIT 6 - INTERNET AND BUSINESS ABOUT THIS UNIT This unit will require candidates to develop a detailed understanding of the Internet in a business environment. It will require candidates to understand the vast potential of e-commerce and the effect on the economy. It will require candidates to consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN • Types of Internet Connectivity • Internet Service Providers • Hardware and Software Requirements • Security Issues • Cyber Crime • Social Issues • E-commerce • The standard ways of working
Types Of Internet Connectivity There are a number of ways in which a business can connect staff to the Internet. You should be aware of the different types of Internet connectivity available for the business user. These span from baseband connectivity (dial up) through to basic broadband packages and leased line services. You should be able to outline the advantages and disadvantages of each mode of connectivity and be able to advise a client on predicted costing of each mode. This should include: • dial up internet connectivity (PSTN); • ISDN connectivity; • broadband Connectivity (ADSL / Cable); • leased line connectivity.
CCEA GCE Applied ICT – from September 2006
71
Internet Service Providers (ISP) There are a large number of Internet service providers for a business to choose from. Many offer similar services at a range of prices. Internet Service providers tend to differ by the additional services they provide to the end user. These can include for example the number of email addresses provided with the ‘account’. You should be aware of the different services an ISP can provide including: • number of email accounts provided; • email antivirus service; • email anti-spam service; • web space provided; • domain name provisions.
As well as the services provided you should also research any restrictions placed on the user by the ISP such as limits to number of hours per month etc. As part of your consultation portfolio you should be able to research and compare a number of ISPs and make a recommendation to your client that considers both services and cost. Hardware And Software Requirements Once a connectivity method and ISP have been selected by a business decisions need to be made on both hardware and software selection. Hardware Hardware requirements focus primarily on the number of ‘clients’ who will be connecting to the Internet. In a small business this may be one user or three or four. You should have experience of setting up a single computer to connect to the Internet using a modem and telephone/broadband line. You should be aware of the methods that allow multi users to share a single Internet connection. These include: • software sharing (such as windows XP); • hardware router; • proxy server sharing. As well as being aware of the function of a router in Internet sharing you should also be able to advise a client whether to opt for cable or wireless connections to link clients to the router. Software To enable a single client to access the Internet it may be necessary to install a web browser and email client. You should be aware of the role of both applications and have experience of setting up these applications for single user access. This should include: • setting the default homepage; • setting up a single email address to send and receive email; • setting up Internet favourites.
CCEA GCE Applied ICT – from September 2006
72
You should be aware of additional software such as security applications (see security issues). Businesses have a duty to protect their employees from offensive material from both the Internet and email. It may be necessary to install Internet filtering software. You should be aware of the role of filtering applications in protecting users from offensive content and the advantages to business in ensuring employees can only access content relevant to the business. The Internet also offers improvement to software functionality. This can include access to software application updates and patches. Security Issues Virus Protection Connecting a computer to the Internet increases the risk of virus contamination. It is essential that every computer has an antivirus application installed that is frequently updated. You should be aware of the additional risks of having a computer connected to the Internet and the means in which a virus can be propagated through the Internet (eg via email). Many Antivirus applications update themselves automatically via the Internet which requires a ‘subscription’. You should be able to advise a client on the best type of antivirus provision for his/her business. Firewall Protection As well as the risk of virus contamination there is also a significant risk that computers can be illegally accessed or damaged while connected to the Internet. It is possible to make a computer appear invisible while online using a Firewall. A firewall acts a security barrier monitoring ‘Internet traffic’ between the host computer and the Internet, blocking out unusual traffic. Firewalls can be both hardware and software and there are many solutions available for the single computer. You should be aware of the role of a firewall in protecting a computer and be able to advise a client on a suitable solution for their Internet connectivity. Cyber Crime Cyber Crime is a growing global issue that is certainly on the increase. Cyber crime includes the malicious damage of computers and networking through virus creation, hacking or ‘denial of service’. As well as damage to a business IT infrastructure cyber crime also covers crime such as: • identity theft; • credit card fraud; • copyright crime; • illegal content.
CCEA GCE Applied ICT – from September 2006
73
You should be aware of some of the laws relating to computer use: • the Computer Misuse Act 1990; • the Data Protection Act; • software copyright laws. You should be able to advise a client on how best to protect their business from cyber crime both from outside agents but also by their employees. Social Issues And The Impact Of The Internet The Internet has opened up a whole new way to communicate and do business. Communication on a global level has been improved through services such as email, video conferencing and message services. A business can communicate instantly (at low cost) to other businesses on the other side of the world through the Internet. You should be able to advise your client on a number of advantages provided by the Internet. Communication Methods The Internet offers a number of ways to research and communicate these include: • websites; • email; • instant messaging; • video conferencing; • newsgroups. Employee Issues The Internet opens up a communications channel not only between businesses but also between business and employees. Some businesses may allow staff to work from home via the Internet (teleworking). This offers advantages to both the business and the employee. Acceptable Use A business may also need to provide staff with an acceptable use document to address the issues of granting staff Internet and email access. An acceptable use document outlines to staff that they may and may not use the Internet. An AUP may go some way to avoid misuse of the Internet or even simply loss of productivity caused by casual web surfing or personal email. You should advise your client on what to include in the AUP so to provide the best cover for the business. Taxation The government has invested vast amounts of money into both the taxation and VAT agencies to enable online submission of taxation documents. The reduction in administration may be advantages to larger companies with frequent returns.
CCEA GCE Applied ICT – from September 2006
74
Procurement E-commerce has not only opened a means for businesses to sell their products and services but also a means of procuring services and products provided by others. Online procurement can allow the purchase of items such as IT equipment without leaving the office. E-commerce has increased the scope of purchasing – no longer is a business confined to trading in the local area – items can now be purchased world wide at the lowest cost. Buying online and distant selling also offers additional protection to the customer. You should be able to advise a client on buying online, this should include: • choice of retailer; • knowing when a transaction is secure or not (SSL servers); • credit card fraud; • legal implications of buying/selling online. Electronic Commerce There are many levels of electronic commerce from a very simple level e-commerce may be the sending of invoices via email and offering some online payment provision right through to a dedicated catalogue website. A business may decide to sell their services online. Although this may increase their market it can also be a costly step. E-commerce is growing in popularity as more and more people become confident in using the Internet. You should explore the pros and cons of e-commerce solutions for business. You should be able to advise your client on electronic commerce under the following key areas: • use of site security measures such as secure servers (SSL) issues; • shopping cart principals; • transaction processing; • multi currency issues; • global trading issues; • legal issues – trading in and outside the EU. There are a large number of companies who now offer online payment processing. You should be able to advise your client on the different services available and the related costs per month or per transaction. It is essential you advise your client on the risks of distant selling, for example purchases made fraudulently via credit card. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
75
AS
UN
IT 6
− IN
TE
RN
ET
AN
D B
USI
NE
SS
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
lear
ned
abou
t the
impo
rtanc
e of
the
Inte
rnet
in a
bus
ines
s env
ironm
ent.
You
will
und
erst
and
the
vast
pot
entia
l of e
-com
mer
ce
and
the
effe
ct o
n th
e ec
onom
y. Y
ou w
ill h
ave
cons
ider
ed se
rvic
e pr
ovid
ers,
conn
ectio
ns, h
ardw
are
and
softw
are
requ
irem
ents
, sec
urity
issu
es,
cybe
r crim
e, so
cial
issu
es a
nd th
e im
pact
of t
he In
tern
et in
the
com
mer
cial
wor
ld.
You
will
hav
e be
en re
quire
d to
exa
min
e an
d ap
ply
stan
dard
w
ays o
f wor
king
in th
is c
onte
xt.
In o
rder
to d
emon
stra
te y
our u
nder
stan
ding
and
the
skill
s you
hav
e le
arne
d, y
ou m
ust n
ow c
ompl
ete
the
follo
win
g ta
sks.
You
nee
d to
pro
duce
: A
pro
fess
iona
l por
tfolio
det
ailin
g th
e re
quire
men
ts o
f a se
lect
ed c
lient
. Th
e po
rtfol
io sh
ould
adv
ise
the
clie
nt o
n ho
w b
est t
o ex
ploi
t the
Inte
rnet
to
ben
efit
the
busi
ness
and
staf
f. T
his t
ask
will
giv
e yo
u an
und
erst
andi
ng o
f con
sulti
ng a
nd a
dvis
ing
on te
chni
cal a
nd b
usin
ess s
olut
ions
for a
sm
all b
usin
ess o
n a
tight
bud
get.
In c
arry
ing
out t
his t
ask,
you
will
pro
duce
a p
lan
for y
our c
hose
n cl
ient
who
shou
ld b
e fr
om a
bus
ines
s or o
ffic
ial o
rgan
isat
ion
(not
per
sona
l) be
fore
the
deve
lopm
ent t
akes
pla
ce.
It sh
ould
be
note
d th
at a
lthou
gh it
may
be
adva
ntag
eous
to h
ave
a re
al c
lient
it is
not
nec
essa
ry a
nd y
ou m
ay
mak
e re
com
men
datio
ns fo
r a lo
cal b
usin
ess w
ithou
t con
tact
ing
the
clie
nt d
irect
ly.
The
com
plet
ed p
ortfo
lio sh
ould
incl
ude
reco
mm
enda
tions
on
the
best
type
of I
nter
net c
onne
ctiv
ity to
suit
the
busi
ness
. Th
e co
nten
t sho
uld
incl
ude
reco
mm
enda
tions
of t
he ty
pes o
f Int
erne
t ser
vice
s, se
rvic
e pr
ovid
ers a
nd e
-com
mer
ce so
lutio
ns fo
r the
clie
nt.
The
portf
olio
shou
ld
advi
se o
n su
gges
ted
solu
tions
for p
robl
ems t
he c
lient
mig
ht fa
ce a
nd g
ive
reco
mm
enda
tions
on
any
polic
y re
quire
men
ts th
at m
ay b
e ne
cess
ary.
Fe
asib
ility
of P
roje
ct
It is
impo
rtant
to re
mem
ber t
hat y
our c
lient
will
hav
e pa
rticu
lar r
equi
rem
ents
for I
nter
net u
se.
It is
impo
rtant
to b
e th
orou
ghly
aw
are
of th
ese
requ
irem
ents
and
to p
repa
re a
wel
l pre
sent
ed w
ritte
n ou
tline
for y
our c
lient
. Y
ou m
ust r
emem
ber t
hat y
our c
lient
will
con
side
r you
to b
e th
e ex
pert,
so it
is e
ssen
tial y
ou p
rovi
de te
chni
cal i
nfor
mat
ion
with
cos
ts b
oth
in th
e sh
ort a
nd lo
ng te
rm ti
mes
cale
s.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
76
The
Portf
olio
shou
ld in
clud
e:
Adv
ice
on th
e ty
pe o
n In
tern
et c
onne
ctiv
ity b
est s
uite
d to
the
clie
nt. I
t mus
t inc
lude
: •
evid
ence
of r
esea
rch
of v
ario
us IS
P/In
tern
et se
rvic
es a
nd th
e do
cum
enta
tion
of th
ese
for t
he c
lient
; •
advi
ce o
n th
e ha
rdw
are
requ
irem
ents
to p
rovi
de su
itabl
e co
nnec
tivity
; •
advi
ce o
n an
y ad
ditio
nal s
oftw
are
requ
ired
and
why
; •
an o
utlin
e of
the
secu
rity
risks
ass
ocia
ted
with
Inte
rnet
acc
ess a
nd h
ow th
ese
coul
d be
avo
ided
; •
advi
ce o
n m
ulti-
user
Inte
rnet
con
nect
ivity
; •
advi
ce o
n ho
w to
mak
e th
e m
ost o
f the
Inte
rnet
for r
esea
rch
etc;
•
an o
utlin
e of
the
adva
ntag
es o
f a si
mpl
e ‘w
eb p
rese
nce’
; •
advi
ce o
n cy
ber c
rime
and
lega
l iss
ues o
f int
erne
t con
nect
ivity
and
pre
senc
e (D
ata
Prot
ectio
n A
ct if
app
licab
le);
• ad
vice
on
com
mun
icat
ion
met
hods
via
the
Inte
rnet
; •
an in
trodu
ctio
n of
the
conc
ept o
f e-c
omm
erce
to th
e cl
ient
; •
advi
ce o
n is
sues
link
ed to
glo
bal m
arke
ts (l
egal
and
soci
al);
• fin
anci
al is
sues
; •
times
cale
s. Th
ese
task
s will
dem
onst
rate
the
follo
win
g:
• ty
pes o
f Int
erne
t con
nect
ivity
; •
inte
rnet
serv
ice
prov
ider
s;
• ha
rdw
are
and
softw
are
requ
irem
ents
; •
secu
rity
issu
es;
• cy
ber c
rime;
•
soci
al is
sues
; •
e-co
mm
erce
; •
the
stan
dard
way
s of w
orki
ng.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
77
AS
UN
IT 6
− IN
TE
RN
ET
AN
D B
USI
NE
SS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- C
andi
date
pro
duce
s a p
ortf
olio
de
mon
stra
ting
prac
tical
ICT
ca
pabi
lity
at a
bas
ic le
vel
show
ing
a lim
ited
unde
rsta
ndin
g of
the
impl
icat
ions
and
ben
efits
of
the
Inte
rnet
for
busi
ness
. T
his i
s evi
denc
ed in
the
port
folio
by
lim
ited
unde
rsta
ndin
g an
d re
fere
nce
to IS
P/In
tern
et se
rvic
es
and
hard
war
e an
d so
ftw
are
conn
ectiv
ity r
equi
rem
ents
- W
ritt
en p
ortf
olio
show
s lim
ited
use
of fe
atur
es a
nd la
yout
tool
s.
1-3
- C
andi
date
pro
duce
s a
port
folio
dem
onst
ratin
g pr
actic
al IC
T c
apab
ility
at a
m
ore
deve
lope
d le
vel s
how
ing
unde
rsta
ndin
g of
the
prac
tical
im
plic
atio
ns a
nd b
enef
its o
f th
e In
tern
et fo
r bu
sine
ss.
Thi
s is e
vide
nced
in th
e po
rtfo
lio b
y an
und
erst
andi
ng
of IS
P/In
tern
et se
rvic
es a
nd
hard
war
e an
d so
ftw
are
conn
ectiv
ity r
equi
rem
ents
su
ited
to th
e ch
osen
bus
ines
s. -W
ritt
en p
ortf
olio
show
s ap
prop
riat
e us
e of
feat
ures
an
d la
yout
tool
s and
is
pres
ente
d to
an
acce
ptab
le
stan
dard
.
4-6
- Can
dida
te p
rodu
ces a
por
tfol
io
dem
onst
ratin
g pr
actic
al IC
T
capa
bilit
y at
a g
ood
leve
l sho
win
g a
deta
iled
unde
rsta
ndin
g of
the
prac
tical
im
plic
atio
ns a
nd b
enef
its o
f the
In
tern
et fo
r bu
sine
ss.
Thi
s is e
vide
nced
in th
e po
rtfo
lio b
y a
good
und
erst
andi
ng o
f ISP
/Int
erne
t se
rvic
es a
nd h
ardw
are
and
soft
war
e co
nnec
tivity
req
uire
men
ts su
ited
to th
e ch
osen
bus
ines
s. -C
andi
date
show
s an
in-d
epth
kn
owle
dge
of th
e ad
vant
ages
and
di
sadv
anta
ges o
f Int
erne
t con
nect
ivity
fo
r th
e ch
osen
bus
ines
s.
- Wri
tten
por
tfol
io sh
ows g
ood
use
of a
ra
nge
of fe
atur
es a
nd la
yout
tool
s and
is
pre
sent
ed to
a g
ood
stan
dard
.
7-10
- Can
dida
te p
rodu
ces a
por
tfol
io
dem
onst
ratin
g pr
actic
al IC
T
capa
bilit
y at
a h
igh
stan
dard
show
ing
a w
ell e
xpla
ined
, det
aile
d un
ders
tand
ing
of th
e pr
actic
al
impl
icat
ions
and
ben
efits
of t
he
Inte
rnet
for
the
busi
ness
. T
his i
s evi
denc
ed in
the
port
folio
by
a th
orou
gh w
ell r
esea
rche
d un
ders
tand
ing
of IS
P/In
tern
et
serv
ices
and
har
dwar
e an
d so
ftw
are
conn
ectiv
ity r
equi
rem
ents
co
nnec
tivity
req
uire
men
ts w
ell s
uite
d to
the
chos
en b
usin
ess.
-Can
dida
te sh
ows a
n in
-dep
th
know
ledg
e of
the
adva
ntag
es a
nd
disa
dvan
tage
s of I
nter
net
conn
ectiv
ity fo
r th
e ch
osen
bus
ines
s an
d is
abl
e to
sugg
est a
num
ber
of
mod
els t
o th
e U
ser.
- W
ritt
en p
ortf
olio
show
s a
stru
ctur
ed a
ppro
ach
and
dem
onst
rate
s ext
ensi
ve u
se o
f a r
ange
of
feat
ures
and
layo
ut to
ols a
nd is
pr
esen
ted
to a
hig
h st
anda
rd.
11-1
3
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
78
AS
UN
IT 6
− IN
TE
RN
ET
AN
D B
USI
NE
SS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
2
- Can
dida
te d
emon
stra
tes a
bas
ic
unde
rsta
ndin
g of
the
role
of t
he
Inte
rnet
in b
usin
ess.
Thi
s is e
vide
nced
by:
- t
he in
clus
ion
of a
lim
ited
expl
anat
ion
of th
e ro
le o
f In
tern
et te
chno
logy
to th
e bu
sine
ss u
nder
con
side
ratio
n;
- lim
ited
refe
renc
e to
the
conc
ept
of a
web
pre
senc
e;
- lim
ited
expl
anat
ion
of p
ossi
ble
e-co
mm
erce
dev
elop
men
ts in
the
busi
ness
. - C
andi
date
show
s a b
asic
un
ders
tand
ing
of th
e le
gal,
soci
al
and
secu
rity
issu
es r
elat
ed to
the
Inte
rnet
and
e-c
omm
erce
. T
his i
s evi
denc
ed b
y lim
ited
expl
anat
ion
of th
ese
issu
es n
ot
nece
ssar
ily r
elat
ed to
the
chos
en
busi
ness
. - W
ritt
en p
ortf
olio
dem
onst
rate
s a
basi
c un
ders
tand
ing
of IC
T /
Inte
rnet
syst
ems a
nd th
e av
aila
ble
hard
war
e an
d so
ftw
are
reso
urce
s.
1-3
- Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
role
of
the
Inte
rnet
in b
usin
ess.
Thi
s is e
vide
nced
by:
- t
he in
clus
ion
of a
n ex
plan
atio
n of
the
role
of
Inte
rnet
tech
nolo
gy to
the
busi
ness
und
er c
onsi
dera
tion;
- r
efer
ence
to th
e co
ncep
t of a
w
eb p
rese
nce
to th
e ch
osen
bu
sine
ss;
- exp
lana
tion
of p
ossi
ble
e-co
mm
erce
dev
elop
men
ts in
the
chos
en b
usin
ess.
- Can
dida
te sh
ows
unde
rsta
ndin
g of
the
lega
l, so
cial
and
secu
rity
issu
es
rela
ted
to th
e In
tern
et a
nd e
-co
mm
erce
. T
his i
s evi
denc
ed b
y an
ex
plan
atio
n of
thes
e is
sues
in
rela
tion
to th
e ch
osen
bus
ines
s. - C
andi
date
show
s un
ders
tand
ing
of fi
nanc
ial
issu
es r
egar
ding
e-c
omm
erce
so
lutio
ns.
- Wri
tten
por
tfol
io
dem
onst
rate
s und
erst
andi
ng
of IC
T /
Inte
rnet
syst
ems a
nd
the
avai
labl
e ha
rdw
are
and
soft
war
e re
sour
ces.
4-7
- Can
dida
te d
emon
stra
tes g
ood
unde
rsta
ndin
g of
the
role
of t
he
Inte
rnet
in b
usin
ess.
Thi
s is
evid
ence
d by
: - t
he in
clus
ion
of a
res
earc
hed,
det
aile
d ex
plan
atio
n of
the
role
of I
nter
net
tech
nolo
gy to
the
busi
ness
und
er
cons
ider
atio
n;
- ref
eren
ce to
the
conc
ept o
f a w
eb
pres
ence
to th
e ch
osen
bus
ines
s and
cl
ear
refe
renc
e to
the
adva
ntag
es fo
r th
e bu
sine
ss;
- exp
lana
tion
of p
ossi
ble
e-co
mm
erce
de
velo
pmen
ts in
the
chos
en b
usin
ess
and
the
likel
y im
plic
atio
ns.
- Can
dida
te sh
ows g
ood
unde
rsta
ndin
g of
the
lega
l, so
cial
and
secu
rity
issu
es
rela
ted
to th
e In
tern
et a
nd e
-co
mm
erce
. T
his i
s evi
denc
ed b
y an
exp
lana
tion
that
incl
udes
app
ropr
iate
exa
mpl
es o
f th
ese
issu
es in
rel
atio
n to
the
chos
en
busi
ness
. - C
andi
date
show
s a g
ood
unde
rsta
ndin
g of
fina
ncia
l iss
ues
rega
rdin
g e-
com
mer
ce so
lutio
ns
outli
ning
the
effe
ct o
n bo
th st
aff a
nd
empl
oyee
. - W
ritt
en p
ortf
olio
dem
onst
rate
s a
good
und
erst
andi
ng o
f IC
T /
Inte
rnet
sy
stem
s and
the
avai
labl
e ha
rdw
are
and
soft
war
e re
sour
ces.
8-11
- C
andi
date
dem
onst
rate
s tho
roug
h un
ders
tand
ing
of th
e ro
le o
f the
In
tern
et in
bus
ines
s. T
his i
s ev
iden
ced
by:
- the
incl
usio
n of
a th
orou
ghly
re
sear
ched
focu
sed
expl
anat
ion
of th
e ro
le o
f Int
erne
t tec
hnol
ogy
to th
e bu
sine
ss u
nder
con
side
ratio
n;
- ref
eren
ce to
the
conc
ept o
f a w
eb
pres
ence
to th
e ch
osen
bus
ines
s and
ex
plic
it re
fere
nce
supp
orte
d by
ex
ampl
es to
the
adva
ntag
es fo
r th
e ch
osen
bus
ines
s;
- exp
lana
tion
of p
ossi
ble
e-co
mm
erce
de
velo
pmen
ts in
the
chos
en b
usin
ess
with
det
aile
d re
fere
nce
to th
e lik
ely
impl
icat
ions
. - C
andi
date
show
s tho
roug
h un
ders
tand
ing
of th
e le
gal,
soci
al a
nd
secu
rity
issu
es r
elat
ed to
the
Inte
rnet
an
d e-
com
mer
ce.
Thi
s is e
vide
nced
by
an e
xpla
natio
n th
at in
clud
es sp
ecifi
c de
taile
d ex
ampl
es o
f the
se is
sues
in r
elat
ion
to
the
chos
en b
usin
ess.
- Can
dida
te sh
ows t
horo
ugh
unde
rsta
ndin
g of
fina
ncia
l iss
ues
rega
rdin
g e-
com
mer
ce so
lutio
ns
outli
ning
the
effe
ct o
n bo
th st
aff a
nd
empl
oyee
incl
udin
g sp
ecifi
c ex
ampl
es.
- Wri
tten
por
tfol
io d
emon
stra
tes a
hi
gh le
vel o
f und
erst
andi
ng o
f IC
T /
Inte
rnet
syst
ems a
nd th
e av
aila
ble
hard
war
e an
d so
ftw
are
reso
urce
s.
12-1
5
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
79
AS
UN
IT 6
− IN
TE
RN
ET
AN
D B
USI
NE
SS
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
3
- C
andi
date
pro
pose
s IC
T
solu
tions
of a
bas
ic q
ualit
y.
Thi
s is e
vide
nced
by:
- s
olut
ions
dem
onst
ratin
g ba
sic
conn
ectiv
ity k
now
ledg
e.
- The
por
tfol
io id
entif
ies s
ome
of
the
user
req
uire
men
ts.
- Sol
utio
n is
lim
ited
in te
rms o
f th
e ta
sks a
nd in
tend
ed p
urpo
se
and
uses
a b
asic
ran
ge o
f ap
prop
riat
e st
yles
and
layo
uts t
o co
mm
unic
ate
obje
ctiv
es.
1-3
- C
andi
date
pro
pose
s IC
T so
lutio
ns
of a
rea
sona
ble
qual
ity.
Thi
s is e
vide
nced
by:
- s
olut
ions
dem
onst
ratin
g ba
sic
conn
ectiv
ity k
now
ledg
e an
d th
eir
appl
icat
ion
in th
e ch
osen
bus
ines
s. - T
he p
ortf
olio
iden
tifie
s mos
t of t
he
user
req
uire
men
ts.
- Por
tfol
io is
suita
ble
in te
rms o
f the
ta
sks a
nd in
tend
ed p
urpo
se a
nd
uses
a r
ange
of a
ppro
pria
te st
yles
an
d la
yout
s to
com
mun
icat
e ob
ject
ives
.
4-7
- Can
dida
te p
ropo
ses I
CT
so
lutio
ns o
f a g
ood
qual
ity.
Thi
s is e
vide
nced
by:
- s
olut
ions
dem
onst
ratin
g go
od
conn
ectiv
ity k
now
ledg
e an
d th
eir
appl
icat
ion
to th
e ch
osen
bu
sine
ss;
-rel
evan
t exa
mpl
es a
re
prov
ided
. - P
ortf
olio
is d
etai
led
and
suita
ble
in te
rms o
f the
task
s an
d in
tend
ed p
urpo
se a
nd u
ses
a go
od r
ange
of a
dvan
ced
styl
es a
nd la
yout
s to
com
mun
icat
e ob
ject
ives
.
8-11
- C
andi
date
pro
pose
s IC
T
solu
tions
of a
hig
h qu
ality
. T
his i
s evi
denc
ed b
y:
- sol
utio
ns d
emon
stra
ting
deta
iled
know
ledg
e an
d un
ders
tand
ing
of a
ran
ge o
f co
nnec
tivity
met
hods
; - a
bilit
y to
con
fiden
tly a
dvis
e on
the
e-co
mm
erce
nee
ds o
f th
e bu
sine
ss.
- P
ortf
olio
is d
etai
led
and
high
ly su
ited
in te
rms o
f the
ta
sks a
nd in
tend
ed p
urpo
se
and
uses
an
exte
nsiv
e ra
nge
of a
dvan
ced
styl
es a
nd
layo
uts t
o co
mm
unic
ate
obje
ctiv
es.
11-1
3
AO
4
- Can
dida
te d
escr
ibes
por
tfol
io
solu
tions
but
incl
udes
lim
ited
or
no c
ritic
al e
valu
atio
n.
- Som
e ev
alua
tion
of o
wn
perf
orm
ance
with
reg
ard
to
solu
tion
prov
ided
.
1-2
- C
andi
date
exp
lain
s por
tfol
io
solu
tions
and
incl
udes
an
eval
uatio
n of
solu
tions
. - C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms m
eetin
g th
e re
quir
emen
ts o
f the
cho
sen
busi
ness
.
3-4
- C
andi
date
fully
exp
lain
s po
rtfo
lio so
lutio
ns a
nd
incl
udes
an
appr
opri
ate
eval
uatio
n of
solu
tions
. - C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms
mee
ting
the
requ
irem
ents
of
the
chos
en b
usin
ess.
- Can
dida
te r
evie
ws s
olut
ions
an
d m
akes
use
ful
reco
mm
enda
tions
for
impr
ovem
ent.
5-7
- C
andi
date
fully
exp
lain
s po
rtfo
lio so
lutio
ns a
nd
incl
udes
an
appr
opri
ate
criti
cal e
valu
atio
n of
so
lutio
ns.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s m
eetin
g th
e re
quir
emen
ts o
f th
e ch
osen
bus
ines
s with
in
the
give
n pa
ram
eter
s.
- Can
dida
te r
evie
ws s
olut
ions
an
d m
akes
goo
d re
com
men
datio
ns fo
r im
prov
emen
t.
8-9
CCEA GCE Applied ICT – from September 2006
80
AS UNIT 6 − INTERNET AND BUSINESS GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to develop a detailed understanding of the Internet in a business environment. Candidates will be encouraged to explore the vast potential of e-commerce and the effect on the economy. It will require candidates to consider service providers, connections, hardware and software requirements, security issues, cyber crime, social issues and the impact of the Internet in the commercial world. Candidates will be required to examine and apply standard ways of working in this context. Candidates should be encouraged to discuss their research in group settings. This will provide opportunities for candidates to expand and apply their developing understanding to the business they have chosen. Candidates should be encouraged to focus on a particular type of business and to explore the influence the Internet may have on day to day practice. Candidates should explore a range of issues that may arise in introducing Internet technology to the work place. These should include issues such as security, finance and acceptable use. A variety of teaching strategies should be uses. Texts, prepared notes on specific topics and a broad range of published materials can be used to develop a broad understanding. The students’ research of their nominated business should provide opportunities to develop skills of independent learning. This may be developed by discussing the various issues Internet access brings to schools and colleges. Candidates will need help in selecting and appropriate business to allow the core content of the unit to be covered. Assessment Strategies The candidates are required to produce a portfolio / document based on their investigation of a selected business. The portfolio should advise the client on how best to exploit the Internet to benefit the business and the staff. The aim of the task is to give candidates an understanding of consulting and advising on technical and business solutions for a small business on a tight budget. The completed portfolio should include recommendations on the best type of Internet connectivity to suit the business. The portfolio should make recommendations of the types of Internet services, service providers and e-commerce solutions for the client. The portfolio should advise on suggested solutions for problems the client might face and give recommendations on any policy requirements that may be necessary.
CCEA GCE Applied ICT – from September 2006
81
Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Visits to local businesses • Sample Acceptable Use Policy documents • Visiting Speakers • Business Materials, such as brochures from Internet Service Providers • Newspaper articles on Internet security and cyber crime • Company websites There is a wide range of textbooks aimed at advanced business students. Printed materials from companies, especially large ones, are often preserved well, especially for young people. These materials may be part of a marketing and public relations strategy.
CCEA GCE Applied ICT – from September 2006
82
A2 UNIT 7 − INVESTIGATING SYSTEMS ABOUT THIS UNIT In this unit you will learn why it is important to fully understand the systems development process, the role of Systems Analysis and Design and the importance of the User, in the creation of the best working solutions to business problems. This unit will help you develop analysis and design skills using a range of tools and techniques that can be applied in the investigation of systems. You will examine the stages involved in the systems development process and consider the associated documentation including, project plans, feasibility reports, system specifications and test plans. You will examine and evaluate a range of methods and tools used in the systems investigation process. You will consider alternative solutions and recommendations and appreciate the risks and costs involved. You will be required to work with others to examine issues and to enhance your understanding of possible systems solutions. You will be required to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. This is a synoptic unit and brings together and makes connections with the areas of knowledge, skills and understanding covered within the specification. This unit will be externally assessed through a 2 hour question paper with a pre-released web based case study. WHAT YOU NEED TO LEARN You will need to understand: • the information systems development process; • the role of systems analysis and systems design; • how to conduct a systems investigation; • the range of methods and techniques available to support the systems development
process; • the documentation generated throughout the analysis and design process; • the importance of providing ICT support to others; • what are the standard ways of working. The Information Systems Development Process Information Systems are developed for a variety of reasons, perhaps as a result of an identified business need such as improving order processing or stock control or a need to be competitive with other similar organisations or because the systems in place have become obsolete and costly to maintain.
CCEA GCE Applied ICT – from September 2006
83
You must understand: • the reasons why systems are developed to fulfil business needs; • the concept of a systems life cycle; • the stages involved in the development of a system, including initiation, • analysis, design, testing, implementation, maintenance and review; • how systems are supported after implementation, formally and informally; • the personnel likely to be involved in each of these stages. The Role Of Systems Analysis And Systems Design It is extremely important to approach the systems development process in a precise and logical manner so that every aspect of an existing system and any proposed new system are fully understood. Systems Analysis is the process of investigating systems and Systems Design is the process of designing a new or improved system based on the outcomes of the investigative process and on any constraints established by the organisation particularly in relation to finance. You must understand: • the principles of systems analysis and systems design and how they relate to the systems
development process; • the role of the user in the process of systems analysis and systems design. How To Conduct A Systems Investigation You must learn: • what information you want to discover as a result of your investigation. This information
should include, an understanding of the organisation in terms of its structure, objectives and personnel, the inputs, processes, files, outputs, problems and difficulties and costs and benefits;
• how different techniques associated with systems investigation, including interviewing, questionnaires, observation and analysing existing documentation can be used effectively to determine the required information;
• why it is important to work with others to evaluate problems and to determine effective solutions.
The Range Of Methods And Techniques Available To Support The Systems Development Process You must understand: • planning techniques and the need for project management in the systems development
process; • how different methods can be applied to the analysis and design process, such as DSDM
and SSADM; • data Modelling as a structured technique, including understanding of Data Flow
Diagramming, Data Dictionaries;
CCEA GCE Applied ICT – from September 2006
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• how the standard symbols identified below are used to build a set of dataflow diagrams;
ENTITY The ID is a lower case alphabetic identifier that uniquely defines the entity - a, b, c…The entity name refers to the source or destination of data –customer, client, supplier, head office…. PROCESS The ID is a numeric identifier that uniquely defines the process - 1,2,3, 1.1,1.2,1.3…… The process name defines the process and should commence with a verb that indicates the work being conducted by the process – record customer details, create report, check order……… FILE The ID is an alpha numeric identifier that uniquely defines the file. M indicates a manual file and D indicates magnetic file – M1, D4……… The file name defines the file – customer, accounts, payments…… DATA FLOW The data flow name describes the data flow name logical data being transferred between entities, processes and files – customer details, invoice information, delivery data….
- how Storyboarding can be used in the design process;
- prototyping;
id process name
id
file name
id entity name
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The Documentation Associated With Analysis And Design You must understand: • the nature of a project plan and project management; • documentation and how it should be used in the systems development process; • the contents of a feasibility report; • the contents of a user requirements specification; • the structure of a test plan. The Importance Of Providing ICT Support To Others You must understand: • why an organisation must have access to ICT support systems; • the types of formal and informal ICT support available to an organisation, for example,
call centres, help lines, on-line diagnostic help, bulletin boards and in-house expertise. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain a back up copy; • keep information securely; • work safely.
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A2 UNIT 7 − INVESTIGATING SYSTEMS GUIDANCE FOR TEACHERS Delivery Strategies This unit will enable candidates to understand and place in context all aspects of the systems development process. Candidates must understand the reasons why organisations initiate the system development process, the stages and personnel involved and the alternative approaches to analysis and design that will lead to a successful implementation. The role of the User should be identified at all times. This is a practical subject that must be delivered in a stimulating and interesting manner. The use of older text books should be discouraged. Candidates must be placed in practical situations where they can evaluate approaches to solving systems problems and can justify different approaches to their development strategy. It is important that they understand the necessity for project management in the development process and know how to apply appropriate project management techniques. They must understand the range of methodologies, tools and techniques available to the systems analyst in the analysis and design process and be able to contextualise these. Role play, group work, relevant practical exercises and topical case study material will assist the delivery of this unit. It is important for the candidate to understand the relationship between a data model, the systems specification and the final working system. Working in groups will introduce candidates to the manner in which real systems projects are developed. In this way, they will learn how to build a solution by sharing the knowledge of the group. In addition, professional input in the form of seminars or guest speakers from software development companies will bring the reality dimension to the subject. This is a powerful way of ensuring that the candidate understands that systems will only be effective when the proper processes and procedures are in place, that testing occurs in the design, as well as at the implementation stage and that all of these things really do happen in practice. It is also a good strategy to research systems projects which have failed as a result of poor analysis, bad design and lack of User involvement. These examples are readily available on the Internet. Candidates must also understand the importance of the production and maintenance of relevant documentation in the development process. They must understand the consequences to an organisation of poor project management in the development process and should go through a process of constructing a project plan for a systems development project in their practical work. Candidates should be shown real documentation that can be built up as part of the unit’s resources. This will provide a meaningful guide for them to follow.
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Assessment Strategies This unit will be assessed by an external 2 hour examination. The examination will be based on a case study which will be made available to candidates using the Internet. This means that the candidates will have the opportunity to research the case study in advance of the examination. Candidates will thus be able to practically apply their systems analysis and design skills. The examination paper will test knowledge of the unit using a broad range of questions related to the content of the case study. Resources • Topical Case Study material, this may be centre devised and related to local businesses or
it can be published material • Current Text based material • Examples of systems documentation • Examples of test documentation • Examples of Project plans • Guest Speakers • Industrial visits preferably conducted in small groups
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A2 UNIT 8 − DATABASE DEVELOPMENT ABOUT THIS UNIT This unit will examine database technology and develop database skills. It will introduce database and modelling concepts. Candidates will be required to understand normalisation to third level, relational database structures, queries and the development of a relational database to implement a model. Candidates will be required to design, implement, test and document solutions to given problems. Candidates will be required to develop and apply project management skills to their work. Candidates will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements for the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how databases are used in organisation; • how databases are structured; • the principles of normalisation and entity relationship modelling; • the facilities provided by a typical relational database; • how to use effectively the facilities provided by a relational database tool to provide a
solution to a user specified problem; • technical and user documentation requirements; • the importance of testing a user specified system; • how to evaluate a user specified system; • what are the standard ways of working. How Databases Are Used In Organisation Database structures are used in organisations to store and manipulate large quantities of data. You will need to know: • the main uses of database applications within organisations; • how data is stored and processed to produce information in an organisation.
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How Databases Are Structured In order to implement a database you will need to understand the fundamental building blocks for the construction of a relational database. You will need to know: • that databases are made up of tables and the table can be related; • tables are made up of records and each record has a number of fields; • each field can be of a different data type such as : text, date, time, currency, number; • logical data types can have different formats, you must be able to use these effectively; • how to validate input data to ensure it is correct by deploying validation techniques and
rules eg range checks, presence checks, format checks (such as input masks), case checks (upper or lower).
The Principles Of Normalisation And Entity Relationship Modelling Designing a relational database means identifying the data to be used by the system. The data is examined and normalised to ensure that the database operates as effectively as possible. You need to know: • how a relational database helps in: data consistency, data redundancy, data independence,
data integrity how to apply normalisation to third normal form to data to ensure that it can be stored in a relational database;
• how to produce an entity relationship model for a database system the role of entities,
attribute, key fields (primary, foreign and composite) and relationships in a database system the different degrees of relationships, such as one-to-one, one-to-many;
• that many-to-many relationships must be resolved to be implemented in a relational
database.
The Facilities Provided By A Typical Relational Database Entity-Relationship models provide the basis for implementing a database design. A relational database management system will provide tools to allow for the implementation of these designs. You will need to know: • how to construct tables; • how to link tables in a database; • how to make use of query facilities including the use of logical operators; • how to make use of reporting facilities and include summary data in reports; • how to construct on screen menus which are user friendly; • how to record and use macros to automate user tasks; • how to customise macros; • how to generate a data dictionary.
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How To Use Effectively The Facilities Provided By A Relational Database Tool To Provide A Solution To A User Specified Problem You will need to be able to select the correct feature within the database package to create a system which meets the requirements of a particular user. You will have to consider the features available and use only the appropriate features to implement a system. You will need to know: • how to develop forms, menus or data capture screens which allow users to add, delete and
update records; • how to automate user tasks using macros; • how to formulate complex queries including calculated fields and dates; • how to formulate parameter based queries and use them where appropriate; • how to link macros to command buttons or other menu driven objects; • how to use wizards effectively and customise their output where appropriate; • how to validate data which is being captured on screen; • how to make use of controls such as command buttons, list boxes, combo boxes and
option buttons (this is not an exhaustive list) to enhance the user interface; • how to program where appropriate suitable events associated with the controls outlined
above. The Importance Of Testing A User Specified System All systems should be tested before being released to the user. In order to develop effective testing strategies you will need to consider the role of: • application and acceptance testing; • test plan development. You should plan and carry out acceptance and application testing of any application and record the outcomes associated with each. This should include: • the production of a comprehensive test plan which will fully test a system from a
navigation viewpoint; • from a data capture viewpoint; • to ensure that the output produce through the manipulation of data is accurate; • to ensure that the structure of reports are such that information can be clearly identified
and is relevant and useful. Comprehensive documentation of the result of each test. Technical And User Documentation Requirements In addition to the documents produced during the testing phase other technical and user documentation is required. These include: • a user guide which would allow a novice user to navigate the system; • a set of program listings which includes comments to enable a programmer to maintain or
upgrade a system;
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• an installation manual which will give the technical information required to assist a user in the installation and set up of an application.
This means you will need to learn about the contents of a user guide and a technical guide for installation. How To Evaluate A User Specified System Having developed and implemented an application, it is important to evaluate the effectiveness of the technical and user documentation. You must also evaluate how the system meets it original objectives. In order to achieve this, THREE users should be selected and asked to: • test the system using only the user guide; • install your system using only the installation manual. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.
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EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
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A2
UN
IT 8
− D
AT
AB
ASE
DE
VE
LO
PME
NT
A
SSE
SSM
EN
T E
VID
EN
CE
In
this
uni
t, yo
u le
arne
d ab
out d
atab
ase
tech
nolo
gy a
nd d
ata
mod
ellin
g. Y
ou h
ave
used
a d
atab
ase
tool
to c
reat
e a
rela
tiona
l dat
abas
e st
ruct
ure
and
have
pop
ulat
ed th
e ta
bles
with
val
id d
ata.
You
hav
e al
so le
arne
d to
use
eff
ectiv
ely
and
appr
opria
tely
the
feat
ures
pro
vide
by
the
data
base
to
ol to
ena
ble
you
to d
esig
n im
plem
ent a
nd te
st a
syst
em w
hich
repr
esen
ts a
solu
tion
to a
use
r’s r
equi
rem
ents
. Y
ou n
eed
to p
rodu
ce:
• a
wor
king
rela
tiona
l dat
abas
e sy
stem
whi
ch h
as b
een
desi
gned
to m
eet t
he sp
ecifi
ed re
quire
men
ts a
nd p
rodu
ced
usin
g a
rela
tiona
l dat
abas
e to
ol;
• a
proj
ect p
lan
that
des
crib
es h
ow y
ou w
ill m
anag
e yo
ur ti
me
and
reso
urce
s and
sche
dule
the
activ
ities
invo
lved
; •
a cl
ear s
tate
men
t of t
he u
sers
nee
ds in
term
s of i
nput
s, pr
oces
ses a
nd o
utpu
ts;
• a
desi
gn sp
ecifi
catio
n do
cum
ent s
how
ing
the
data
mod
ellin
g yo
u ha
ve c
arrie
d ou
t to
prod
uce
your
dat
abas
e de
sign
. Th
is sh
ould
incl
ude
a no
rmal
ised
dat
a m
odel
whi
ch c
lear
ly n
ames
the
entit
ies,
attri
bute
s and
thei
r dat
a ty
pe a
nd th
e ke
y fie
lds;
•
an E
ntity
dat
abas
e us
ing
mod
ellin
g te
chni
ques
; •
a re
latio
nshi
p m
odel
cle
arly
show
ing
the
entit
ies a
nd th
e de
gree
of t
he re
latio
nshi
ps b
etw
een
them
; •
the
outp
ut to
be
prod
uced
by
the
syst
em;
• a
desc
riptio
n of
the
mai
n pr
oces
ses t
o be
mad
e av
aila
ble
to u
sers
to m
anip
ulat
e da
ta a
nd p
rodu
ce o
utpu
t; •
evid
ence
of t
he im
plem
enta
tion
of y
our d
esig
n by
incl
udin
g an
nota
ted
scre
en d
umps
and
cod
e lis
tings
of t
he d
atab
ase
appl
icat
ion
you
have
bu
ilt;
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EA G
CE
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lied
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– fr
om S
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• us
er d
ocum
enta
tion,
mak
ing
use
of g
raph
ics a
nd su
itabl
e fo
r a n
ovic
e us
er;
• te
chni
cal d
ocum
enta
tion
whi
ch e
nabl
es th
e in
stal
latio
n of
the
pack
age;
•
a co
mpr
ehen
sive
test
ing
docu
men
tatio
n w
ith a
test
pla
n an
d ev
iden
ce th
at th
e te
sts h
ave
been
car
ried
out;
• a
criti
cal e
valu
atio
n of
the
effe
ctiv
enes
s of t
he so
lutio
n in
term
s of t
he u
ser r
equi
rem
ents
; •
evid
ence
of s
tand
ard
way
s of w
orki
ng.
This
will
dem
onst
rate
the
follo
win
g:
• ho
w d
atab
ases
are
use
d in
an
orga
nisa
tion;
•
how
dat
abas
es a
re st
ruct
ured
; •
the
prin
cipl
es o
f nor
mal
isat
ion
and
entit
y re
latio
nshi
p m
odel
ling;
•
the
faci
litie
s pro
vide
d by
a ty
pica
l rel
atio
nal d
atab
ase;
•
how
to u
se e
ffec
tivel
y th
e fa
cilit
ies p
rovi
ded
by a
rela
tiona
l dat
abas
e to
ol to
pro
vide
a so
lutio
n to
a u
ser s
peci
fied
prob
lem
; •
tech
nica
l and
use
r doc
umen
tatio
n re
quire
men
ts;
• th
e im
porta
nce
of te
stin
g a
user
spec
ified
syst
em;
• ho
w to
eva
luat
e a
user
spec
ified
syst
em;
• w
hat a
re th
e st
anda
rd w
ays o
f wor
king
.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
94
A2
UN
IT 8
− D
AT
AB
ASE
DE
VE
LO
PME
NT
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- Can
dida
tes
des
ign
and
deve
lop
a si
mpl
e re
latio
nal d
atab
ase
syst
em m
akin
g us
e of
at
leas
t thr
ee r
elat
ed ta
bles
. T
his i
s evi
denc
ed b
y da
ta
mod
ellin
g de
sign
s and
sc
reen
shot
s of a
wor
king
sy
stem
. - T
he sy
stem
dev
elop
ed
mee
ts so
me
of th
e us
er’s
re
quir
emen
ts.
- The
syst
em a
llow
s use
r in
put a
nd in
tera
ctio
n an
d pr
oduc
es sc
reen
bas
ed o
r pa
per
base
d ou
tput
.
- The
syst
em a
llow
s the
us
er to
add
, del
ete
and
upda
te r
ecor
ds.
A fr
ont
end
men
u sy
stem
has
be
en d
evel
oped
and
na
viga
tion
of th
e sy
stem
ca
n be
ach
ieve
d.
1-3
- Can
dida
tes
des
ign
and
deve
lop
a re
latio
nal d
atab
ase
syst
em m
akin
g us
e of
at l
east
thre
e re
late
d ta
bles
w
hich
mak
e us
e of
a r
ange
of d
ata
type
s and
allo
w fo
r ca
lcul
atio
n, d
ate
man
ipul
atio
n an
d se
lect
ion
on lo
gica
l fie
lds.
Thi
s is e
vide
nced
by
clea
rly
docu
men
ted
norm
alis
atio
n to
at l
east
1st
nor
mal
form
una
ssis
ted
and
data
m
odel
ling.
- T
he sy
stem
dev
elop
ed m
eets
mos
t of
the
user
’s r
equi
rem
ents
. - T
he sy
stem
allo
ws u
ser
inpu
t and
in
tera
ctio
n an
d pr
oduc
es sc
reen
ba
sed
or p
aper
bas
ed o
utpu
t.
- The
syst
em a
llow
s the
use
r to
add
, de
lete
and
upd
ate
reco
rds t
hrou
gh
data
cap
ture
scre
ens.
A fr
ont e
nd
men
u sy
stem
has
bee
n de
velo
ped
and
navi
gatio
n of
the
syst
em is
eas
ily
achi
eved
.
- The
syst
em m
akes
app
ropr
iate
use
of
the
quer
y, r
epor
t gen
erat
or a
nd
form
s gen
erat
or fa
cilit
ies.
Mac
ros
have
bee
n in
clud
ed to
aut
omat
e us
er
task
s.
- The
can
dida
te h
as d
evel
oped
a
syst
em w
hich
allo
ws u
ser
inte
ract
ion
and
prod
uces
scre
en b
ased
and
pap
er
base
d ou
tput
. C
lick
even
ts h
ave
been
pr
ogra
mm
ed, a
t lea
st tw
o ot
her
type
s of
con
trol
s hav
e be
en in
clud
ed a
nd
prog
ram
med
and
nav
igat
ion
of th
e sy
stem
can
be
achi
eved
eas
ily.
Whe
re
data
cap
ture
scre
ens h
ave
been
in
clud
ed th
ere
is d
ata
valid
atio
n.
4-7
- Can
dida
tes
des
ign
and
deve
lop
a re
latio
nal d
atab
ase
syst
em w
orki
ng sy
stem
m
akin
g us
e of
at l
east
thre
e w
ell
stru
ctur
ed r
elat
ed ta
bles
whi
ch m
ake
use
of a
wid
e ra
nge
of d
ata
type
s and
allo
w fo
r ca
lcul
atio
n, d
ate
man
ipul
atio
n an
d se
lect
ion
on lo
gica
l fie
lds.
Thi
s is
evid
ence
d by
cle
arly
doc
umen
ted
norm
alis
atio
n to
at l
east
2nd
nor
mal
form
un
assi
sted
and
dat
a m
odel
ling.
- T
he sy
stem
dev
elop
ed m
eets
all
of th
e us
er’s
req
uire
men
ts.
- The
inte
rfac
e fo
r op
erat
ing
the
syst
em is
of
a h
igh
qual
ity a
nd a
llow
s use
r in
put a
nd
inte
ract
ion
and
prod
uces
scre
en b
ased
or
pape
r ba
sed
outp
ut.
- T
he sy
stem
allo
ws t
he u
ser
to a
dd, d
elet
e an
d up
date
rec
ords
thro
ugh
the
use
of
wel
l des
igne
d da
ta c
aptu
re sc
reen
s.
Whe
re d
ata
inpu
t is a
llow
ed a
ll da
ta
capt
ure
shou
ld b
e va
lidat
ed.
A fr
ont e
nd
men
u sy
stem
has
bee
n de
velo
ped
and
navi
gatio
n of
the
syst
em is
eas
ily a
chie
ved.
- T
he sy
stem
mak
es a
ppro
pria
te u
se o
f co
mpl
ex q
ueri
es, t
he r
epor
t gen
erat
or a
nd
prod
uces
wel
l des
igne
d re
port
s with
gr
oupe
d an
d su
mm
ary
data
, and
form
s ge
nera
tor
faci
litie
s. C
ompl
ex m
acro
s hav
e be
en in
clud
ed to
aut
omat
e us
er ta
sks.
- T
he c
andi
date
has
dev
elop
ed a
syst
em
whi
ch a
llow
s use
r in
tera
ctio
n an
d pr
oduc
es sc
reen
bas
ed a
nd p
aper
bas
ed
outp
ut.
Clic
k ev
ents
hav
e be
en
prog
ram
med
, at l
east
two
othe
r ty
pes o
f co
ntro
ls h
ave
been
incl
uded
and
na
viga
tion
of th
e sy
stem
can
be
achi
eved
ea
sily
.
8-12
- C
andi
date
s d
esig
n an
d de
velo
p a
rela
tiona
l dat
abas
e sy
stem
wor
king
sy
stem
mak
ing
use
of a
t lea
st th
ree
wel
l st
ruct
ured
rel
ated
tabl
es w
hich
mak
e us
e of
a w
ide
rang
e of
dat
a ty
pes a
nd a
llow
fo
r ca
lcul
atio
n, d
ate
man
ipul
atio
n an
d se
lect
ion
on lo
gica
l fie
lds.
Thi
s is
evid
ence
d by
cle
arly
doc
umen
ted
norm
alis
atio
n an
d da
ta m
odel
ling.
- T
he sy
stem
dev
elop
ed m
eets
all
of th
e us
er’s
req
uire
men
ts.
- The
inte
rfac
e fo
r op
erat
ing
the
syst
em
is o
f a h
igh
qual
ity a
nd a
llow
s use
r in
put
and
inte
ract
ion
and
prod
uces
scre
en
base
d or
pap
er b
ased
out
put.
- T
he sy
stem
allo
ws t
he u
ser
to a
dd,
dele
te a
nd u
pdat
e re
cord
s thr
ough
the
use
of w
ell d
esig
ned
data
cap
ture
scre
ens.
W
here
dat
a in
put i
s allo
wed
all
data
ca
ptur
e sh
ould
be
thor
ough
ly v
alid
ated
.
A fr
ont e
nd m
enu
syst
em h
as b
een
deve
lope
d an
d na
viga
tion
of th
e sy
stem
is
intu
itive
and
con
sist
ent.
- T
he sy
stem
mak
es a
ppro
pria
te u
se o
f co
mpl
ex q
ueri
es, t
he r
epor
t gen
erat
or
and
prod
uces
wel
l des
igne
d re
port
s with
gr
oupe
d an
d su
mm
ary
data
, and
form
s ge
nera
tor
faci
litie
s. C
ompl
ex m
acro
s ha
ve b
een
incl
uded
to a
utom
ate
user
ta
sks.
- A
ran
ge o
f app
ropr
iate
con
trol
s hav
e be
en in
clud
ed in
the
user
inte
rfac
e to
fa
cilit
ate
ease
of u
se fo
r th
e us
er.
A
rang
e of
eve
nts a
ssoc
iate
d w
ith th
ese
cont
rols
hav
e be
en p
rogr
amm
ed.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
95
A2
UN
IT 8
− D
AT
AB
ASE
DE
VE
LO
PME
NT
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
) A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
A02
- Can
dida
tes
de
mon
stra
te a
bas
ic
unde
rsta
ndin
g of
the
role
of
an
ICT
syst
em in
an
orga
nisa
tion.
Thi
s is
evid
ence
d by
the
exis
tenc
e of
a u
ser
guid
e an
d a
tech
nica
l in
stal
latio
n gu
ide.
- E
ach
docu
men
t is
crea
ted
and
the
desi
gn o
f th
e do
cum
ent i
ndic
ates
lim
ited
unde
rsta
ndin
g of
fit
ness
for
purp
ose.
- T
here
is li
mite
d ev
iden
ce o
f con
side
ratio
n of
targ
et a
udie
nce
duri
ng
deve
lopm
ent.
- C
andi
date
dem
onst
rate
s an
und
erst
andi
ng o
f the
ne
ed fo
r a
robu
st a
nd
depe
ndab
le sy
stem
by
deve
lopi
ng a
test
pla
n w
hich
test
s nav
igat
ion.
1-3
- Can
dida
tes
dem
onst
rate
a
reas
onab
le
unde
rsta
ndin
g of
the
role
of a
n IC
T sy
stem
in a
n or
gani
satio
n. T
his i
s evi
denc
ed b
y th
e ex
iste
nce
of a
use
r gu
ide
and
a te
chni
cal i
nsta
llatio
n gu
ide
whi
ch
incl
udes
rel
evan
t gra
phic
s and
scre
en
shot
s.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t is l
ogic
ally
or
dere
d an
d fit
for
purp
ose.
Fitn
ess
for
purp
ose
has b
een
esta
blis
hed
by
allo
win
g a
user
to e
valu
ate
the
docu
men
ts p
rodu
ced.
- T
here
is so
me
evid
ence
of
cons
ider
atio
n of
targ
et a
udie
nce
duri
ng d
evel
opm
ent.
- C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
and
dep
enda
ble
syst
em b
y de
velo
ping
a te
st p
lan
whi
ch te
sts
navi
gatio
n an
d so
me
data
cap
ture
.
4-6
- Can
dida
tes
dem
onst
rate
a g
ood
un
ders
tand
ing
of th
e ro
le o
f an
ICT
sy
stem
in a
n or
gani
satio
n. T
his i
s ev
iden
ced
by th
e ex
iste
nce
of a
co
mpr
ehen
sive
use
r gu
ide
and
tech
nica
l in
stal
latio
n gu
ide
whi
ch in
clud
es r
elev
ant
grap
hics
and
scre
en sh
ots a
nd is
org
anis
ed
appr
opri
atel
y us
ing
sect
ion
head
ings
and
pa
ge n
umbe
ring
.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn
of th
e do
cum
ent i
s log
ical
ly o
rder
ed a
nd
fit fo
r pu
rpos
e. F
itnes
s for
pur
pose
has
be
en e
stab
lishe
d by
allo
win
g a
user
to
eval
uate
the
docu
men
ts p
rodu
ced.
Thi
s is
evid
ence
d by
the
accu
racy
, lay
out a
nd
orga
nisa
tion
of th
e do
cum
ent.
- T
here
is so
me
evid
ence
of c
onsi
dera
tion
of ta
rget
aud
ienc
e du
ring
dev
elop
men
t.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
robu
st
and
depe
ndab
le sy
stem
by
deve
lopi
ng a
te
st p
lan
whi
ch te
sts n
avig
atio
n an
d al
l da
ta c
aptu
re.
7-9
- Can
dida
tes
dem
onst
rate
a h
igh
leve
l un
ders
tand
ing
of th
e ro
le o
f an
ICT
sy
stem
in a
n or
gani
satio
n. T
his i
s ev
iden
ced
by th
e ex
iste
nce
of a
co
mpr
ehen
sive
use
r gu
ide
and
tech
nica
l in
stal
latio
n gu
ide
whi
ch in
clud
es r
elev
ant
grap
hics
and
scre
en sh
ots a
nd is
or
gani
sed
appr
opri
atel
y us
ing
sect
ion
head
ings
and
pag
e nu
mbe
ring
. - E
ach
docu
men
t is c
reat
ed a
nd th
e de
sign
of t
he d
ocum
ent i
s use
r fr
iend
ly,
logi
cally
ord
ered
and
fit f
or p
urpo
se.
Fitn
ess f
or p
urpo
se h
as b
een
esta
blis
hed
by a
llow
ing
a us
er to
eva
luat
e th
e do
cum
ents
pro
duce
d. F
eedb
ack
from
th
e ev
alua
tion
proc
ess h
as b
een
incl
uded
to
impr
ove
the
docu
men
t. T
he
docu
men
ts a
re c
lear
and
con
cise
. T
his i
s ev
iden
ced
by th
e ac
cura
cy, l
ayou
t and
or
gani
satio
n of
the
docu
men
t.
- The
doc
umen
ts c
onta
in a
ppro
pria
te
lang
uage
for
the
targ
et a
udie
nce.
- C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
an
d de
pend
able
syst
em b
y de
velo
ping
a
thor
ough
test
pla
n w
hich
test
s com
plet
ely
navi
gatio
n an
d da
ta c
aptu
re.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
96
A2
UN
IT 8
− D
AT
AB
ASE
DE
VE
LO
PME
NT
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
) A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
1 M
ark
Ran
ge
A03
- Can
dida
tes
de
mon
stra
te th
at th
e pr
oble
m h
as b
een
solv
ed
to so
me
exte
nt.
Thi
s is
evid
ence
d by
scre
ensh
ots
of th
e im
plem
enta
tion
of
the
test
pla
n.
- The
com
plet
ed sy
stem
m
eets
som
e of
the
user
s re
quir
emen
ts in
term
s of
scre
en n
avig
atio
n an
d ou
tput
pro
duce
d.
1-3
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pla
n w
hich
sh
ows a
ll na
viga
tion
and
som
e da
ta
capt
ure
bein
g te
sted
. - T
he c
ompl
eted
syst
em m
eets
the
user
s req
uire
men
ts in
term
s of s
cree
n na
viga
tion
and
outp
ut p
rodu
ced.
T
his i
s evi
denc
ed th
roug
h sc
reen
shot
s an
d by
ref
eren
ce to
the
data
mod
els
deve
lope
d fo
r de
sign
pur
pose
s.
4-6
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
in a
n ap
prop
riat
e m
anne
r. T
his i
s evi
denc
ed b
y sc
reen
shot
s of
the
impl
emen
tatio
n of
the
test
pla
n w
hich
show
s all
navi
gatio
n an
d al
l dat
a ca
ptur
e be
ing
test
ed.
- The
com
plet
ed sy
stem
mee
ts d
efin
itive
ly
the
user
’s r
equi
rem
ents
in te
rms o
f scr
een
navi
gatio
n, d
ata
capt
ure
and
outp
ut
prod
uced
. T
his i
s evi
denc
ed th
roug
h sc
reen
shot
s and
by
deta
iled
refe
renc
e to
th
e da
ta m
odel
s dev
elop
ed fo
r de
sign
pu
rpos
es.
7-9
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
in a
full
man
ner.
Thi
s is e
vide
nced
by
scre
ensh
ots o
f the
impl
emen
tatio
n of
the
test
pla
n w
hich
show
s all
navi
gatio
n an
d al
l dat
a ca
ptur
e be
ing
test
ed.
- The
com
plet
ed sy
stem
mee
ts
defin
itive
ly th
e us
er’s
req
uire
men
ts in
te
rms o
f scr
een
navi
gatio
n, d
ata
capt
ure
and
outp
ut p
rodu
ced.
Thi
s is e
vide
nced
th
roug
h sc
reen
shot
s and
by
deta
iled
refe
renc
e to
the
data
mod
els d
evel
oped
fo
r de
sign
pur
pose
s.
10-1
2
AO
4
- Can
dida
te d
escr
ibes
the
solu
tions
but
pla
ces
limite
d or
no
criti
cal
eval
uatio
n in
to th
e fin
al
repo
rt.
- S
ome
eval
uatio
n of
thei
r ow
n pe
rfor
man
ce h
as
been
incl
uded
. - C
andi
date
pro
duce
s a
sim
ple
proj
ect p
lan
that
ou
tline
s bas
ic sc
hedu
led
activ
ities
.
1-2
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
rep
ort.
A r
efle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
rec
omm
enda
tions
for
impr
ovem
ent.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t and
som
e re
fere
nce
to
how
the
user
’s r
equi
rem
ents
wer
e m
et h
as b
een
incl
uded
. - C
andi
date
pro
duce
s a d
etai
led
proj
ect p
lan
that
out
lines
bas
ic
sche
dule
d ac
tiviti
es.
3-4
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
rep
ort.
A fu
ll an
d re
flect
ive
eval
uatio
n ch
arac
teri
sed
by th
e in
clus
ion
of h
ow th
e sy
stem
mee
ts th
e fu
ll lis
t of
user
req
uire
men
ts a
s ini
tially
spec
ified
an
d re
com
men
datio
ns fo
r im
prov
emen
t.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of t
ime
man
agem
ent a
nd in
tera
ctio
n w
ith th
e us
er
whi
lst d
evel
opin
g da
ta m
odel
s to
furt
her
extr
act a
nd r
efin
e th
e us
er’s
req
uire
men
ts.
- Can
dida
te p
rodu
ces a
det
aile
d pr
ojec
t pl
an th
at d
emon
stra
tes u
se o
f pro
ject
m
anag
emen
t too
ls.
5-7
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es a
wel
l str
uctu
red
and
thor
ough
ev
alua
tion
of th
e so
lutio
n in
to th
e fin
al
repo
rt. A
full
and
refle
ctiv
e ev
alua
tion
has b
een
incl
uded
cha
ract
eris
ed b
y th
e in
clus
ion
of h
ow th
e sy
stem
mee
ts th
e fu
ll lis
t of u
ser
requ
irem
ents
as i
nitia
lly
spec
ified
, a c
ompl
ete
refe
renc
e to
the
effe
ctiv
enes
s of t
he u
se o
f dat
a m
odel
ling
and
reco
mm
enda
tions
for
impr
ovem
ent.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t and
inte
ract
ion
with
the
user
whi
lst d
evel
opin
g da
ta m
odel
s to
furt
her
extr
act a
nd r
efin
e th
e us
er’s
re
quir
emen
ts. C
andi
date
com
mun
icat
es
how
thei
r ow
n pe
rfor
man
ce c
ould
be
impr
oved
. - C
andi
date
pro
duce
s a p
roje
ct p
lan
deta
iled
to a
hig
h sp
ecifi
catio
n an
d de
mon
stra
tes g
ood
use
of p
roje
ct
man
agem
ent t
ools
.
8-9
CCEA GCE Applied ICT – from September 2006
97
A2 UNIT 8 - DATABASE DEVELOPMENT GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of a relational database system. Candidates should have a sound understanding of the normalisation processes and its purpose before embarking on the design and implementation of the system which will enable them to develop a portfolio of evidence. The unit will also consider the production of user and technical documentation and so candidates must be familiar with the content of such documents. In order to establish familiarity with normalisation, candidates should undertake a variety of paper based exercises to produce normalised data and Entity-Relationship diagrams. Candidates should be encouraged to examine a database centred ICT system used within a business context. During the study they should assess: • the organisation of data; • the quality of the user interface; • the use of error messages; • the quality of output. Having examined a small relational database system, candidates could undertake a practical preliminary exercise to ensure that the have the necessary skills to make informed decisions about the use of software features. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. In order to produce this portfolio, candidates must have well developed skills in the use of a relational database package. The candidate will develop a working relational database system which captures data, validates, stores and processes data to produce information. The information produced should be of a high quality. The production of such information should necessitate the use of advanced features of the relational database tool. The system should be fully tested and documentation should be fit for purpose. Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work.
CCEA GCE Applied ICT – from September 2006
98
After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.
CCEA GCE Applied ICT – from September 2006
99
A2 UNIT 9 − WEB SITE DESIGN AND MANAGEMENT ABOUT THIS UNIT In this unit you will learn how to develop and design websites using appropriate tools. You will have the opportunity to work with others to examine issues, to determine requirements and to examine possible solutions. In this unit you must understand performance considerations, how to use a range of media and how to develop interactive features. You will experience the use of advanced and or dynamic content on both website presentation and management. You will study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. You will learn how to determine user requirements to develop, test, document, maintain and evaluate websites. You will be required to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks to be undertaken to enable you to meet the requirements for the module. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN • Advanced Communication Methods • Technical Issues • Advanced Technical Requirements: Dynamic Content. • Business Aspects • E-commerce • Site Scalability • Project Evaluation • The standards ways of working Advanced Communication Methods You will explore the different means in which information can be communicated through a website and how best these means can be utilised and managed. You must understand: • text (text layout methods such as tables, cascading style sheets);
CCEA GCE Applied ICT – from September 2006
100
• images (different types, size, resolution issues); • animation and multimedia content (use of shockwave and embedding); • audio (music and other audio); • digital video (file formats, compression, embedding media and concept of streaming); Technical Issues Before you can embark on the implementation of the client based project you must have a knowledge of the following key issues. You must understand: • domains names, function and type this should include an understanding of the domain
suffix notations such as .org .com; • hosting packages and related services (email, stats); • web space management and the use of File Transfer Protocol (FTP); • site design, specification, information, architecture and construction; • layout tools, tables; • meta tags and their use in search engine placement; • optimisation of media, flash and images; • embedding video and multimedia; • use of client side scripting such as JavaScript (if applicable); • how to create accessible web pages under the WAI W3C initiatives; • designing for multi platform browsing. Advanced Technical Requirements: Dynamic Content You will investigate the differences between dynamic and static website content. It may be useful to research popular websites for their content management techniques and look at the ways in which dynamic content can be used. You should briefly look at the different means of managing dynamic content such as on server side scripting and flash content to cater for the audience requirements. You must have: • an awareness of different programming environments; • an understanding of the use of basic server side scripting to create simple dynamic
content; • an awareness of script components and how they are employed in site; • construction; • an understanding of the use of database driven content display and or storage in website
management; • considered basic web applications – guest books, content management; • forums; • studied the benefits of dynamic content for non technical clients; • employed scripting or scripting applications in a website implementation.
CCEA GCE Applied ICT – from September 2006
101
Business Aspects Through this unit you will gain experience of taking a website from concept to reality. You will look at the “site experience of individual visitors”. You must understand: • content management principles to ensure up to date websites; • the use of dynamic scripting to allow non technical personnel to manage site content; • advanced search engine placement, the concept of spiders; • financial costs involved in creation and long term running of the site; • planning a scalable website. E-commerce E-commerce is growing in popularity as more and more people become confident in using the Internet. You should explore the pros and cons of e-commerce solutions for business. You should be able to advise your client on electronic commerce under particular areas. You must understand: • use of site security measures such as secure servers (SSL) issues; • shopping cart principles; • transaction processing; • multi currency issues; • global trading issues. Site Scalability Planning the long term life of a website is essential if the site is going to grow both in terms of content but also usage. You should be able to advise a client on the issue of site scalability, including the areas identified. You must understand: • additional site content – how will additional content be added at a later date? • what is web traffic? • web traffic analysis; • dealing with web traffic growth and the concept of website bandwidth usage; • scaling hosting solutions from shared server, through to multi server hosting; • in the case of a dynamic website it may be that the content is stored in a single database
so as a site grows it may be necessary to upgrade the database being used – for example – MS Access to large scale SQL server implementations;
• concept of redundancy.
CCEA GCE Applied ICT – from September 2006
102
The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should: • manage your work effectively; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
3
A2
UN
IT 9
- W
EB
SIT
E D
ESI
GN
AN
D M
AN
AG
EM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
have
lear
ned
how
to d
evel
op, d
esig
n an
d m
aint
ain
web
site
s usi
ng a
ppro
pria
te to
ols.
In th
e ta
sk w
hich
follo
ws,
you
mus
t dem
onst
rate
yo
ur u
nder
stan
ding
and
app
ly th
e sk
ills y
ou h
ave
acqu
ired.
Y
ou n
eed
to p
rodu
ce:
• a
proj
ect p
lan
that
des
crib
es h
ow y
ou w
ill m
anag
e yo
ur ti
me
and
reso
urce
s and
sche
dule
the
activ
ities
invo
lved
; •
a pr
ofes
sion
al fu
nctio
nal w
ebsi
te th
at fu
lly m
eets
the
need
s of t
he c
lient
.
The
web
site
shou
ld in
clud
e ad
vanc
ed c
onte
nt su
ch a
s dyn
amic
scrip
ting
or m
edia
and
be
suita
ble
for t
he a
udie
nce
conc
erne
d. T
his t
ask
will
giv
e yo
u ex
perie
nce
of p
lann
ing
a w
ebsi
te im
plem
enta
tion
for a
clie
nt a
s wel
l as l
ooki
ng a
t met
hods
that
allo
w th
e si
te to
be
man
aged
dire
ctly
by
the
clie
nt.
In c
arry
ing
out t
his t
ask,
you
will
pro
duce
a p
lan
for y
our c
hose
n cl
ient
who
shou
ld b
e fr
om a
bus
ines
s or o
ffic
ial o
rgan
isat
ion
(not
per
sona
l) be
fore
the
deve
lopm
ent t
akes
pla
ce. T
his p
lan
will
out
line
aspe
cts o
f the
web
site
such
as p
age
layo
ut id
eas,
cont
ent g
uide
lines
, dyn
amic
con
tent
and
rem
ote
man
agem
ent i
deas
. Fe
asib
ility
of P
roje
ct
It is
impo
rtant
to re
mem
ber t
hat y
our c
lient
will
hav
e pa
rticu
lar r
equi
rem
ents
for t
he w
ebsi
te. I
t is i
mpo
rtant
to d
iscu
ss th
ese
requ
irem
ents
thor
ough
ly
and
pres
ent t
he c
lient
with
a w
ell p
rese
nted
writ
ten
outli
ne. T
his o
utlin
e sh
ould
incl
ude
a po
rtfol
io o
f ide
as a
nd a
n ou
tline
of s
ite st
ruct
ure,
mak
ing
refe
renc
e to
tim
esca
le a
nd fi
nanc
ial c
osts
. Y
ou m
ust r
emem
ber t
hat t
he c
lient
will
con
side
r you
to b
e th
e ex
pert
so it
is e
ssen
tial y
ou p
rovi
de te
chni
cal
info
rmat
ion
such
as d
omai
n an
d ho
stin
g is
sues
in a
n ea
sy to
und
erst
and
form
at.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
4
Th
e si
te sp
ecifi
catio
n sh
ould
incl
ude:
•
audi
ence
con
side
ratio
ns;
•
dom
ain
nam
e an
d ho
stin
g is
sues
;
•
site
man
agem
ent i
ssue
s;
• si
te st
ruct
ure
idea
s;
• dy
nam
ic c
onte
nt re
quire
men
ts (e
g sc
ripte
d co
nten
t);
• us
e of
and
em
bedd
ing
of m
edia
con
tent
such
as a
nim
atio
n / m
ovie
s;
• co
nten
t req
uire
men
ts fr
om c
lient
; •
acce
ssib
ility
Issu
es;
• le
gal i
ssue
s (D
ata
Prot
ectio
n A
ct if
app
licab
le);
• si
te sc
alab
ility
pro
posa
ls;
• fin
anci
al is
sues
; •
times
cale
s. Ea
ch p
age
shou
ld b
e do
cum
ente
d in
clud
ing:
•
web
page
scre
en sh
ot;
•
font
s / st
yles
and
col
ours
use
d;
• m
eta
tags
use
d an
d w
hy th
ey w
ere
empl
oyed
; •
navi
gatio
n is
sues
; •
use
of te
xt la
yout
tool
s suc
h as
laye
rs, t
able
s or f
ram
es;
• us
e of
imag
es a
nd if
app
licab
le h
ow th
ey w
ere
crea
ted;
•
use
of m
ultim
edia
and
if a
pplic
able
how
cre
ated
and
em
bedd
ed to
pag
e;
• do
wnl
oada
ble
cont
ent;
• ad
vanc
ed c
onte
nt;
• ac
cess
ibili
ty is
sues
con
side
red.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
5
Thes
e ta
sks w
ill d
emon
stra
te th
e fo
llow
ing:
•
adva
nced
com
mun
icat
ion
met
hods
; •
tech
nica
l iss
ues;
•
adva
nced
tech
nica
l req
uire
men
ts: d
ynam
ic c
onte
nt;
• bu
sine
ss a
spec
ts;
• e-
com
mer
ce;
• si
te sc
alab
ility
; •
proj
ect e
valu
atio
n;
• th
e st
anda
rd w
ays o
f wor
king
.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
6
A2
UN
IT 9
- W
EB
SIT
E D
ESI
GN
AN
D M
AN
AG
EM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O1
- Can
dida
te p
rodu
ces a
bas
ic
web
site
usi
ng a
bas
ic r
ange
of
feat
ures
rel
evan
t to
the
clie
nt
and
dem
onst
ratin
g pr
actic
al
ICT
cap
abili
ty a
t a b
asic
leve
l. - E
vide
nced
by
the
desi
gn o
f a
web
site
whi
ch m
eets
som
e of
th
e ne
eds o
f the
clie
nt.
- Can
dida
te d
ocum
ents
the
site
de
sign
usi
ng a
ppro
pria
te
soft
war
e an
d dr
awin
g to
ols.
1-3
- Can
dida
te p
rodu
ces a
w
ebsi
te u
sing
mul
timed
ia
cont
ent a
nd a
ran
ge o
f fe
atur
es r
elev
ant t
o th
e cl
ient
. -
Evi
denc
ed b
y th
e de
sign
of
a w
ebsi
te w
hich
is p
rese
nted
to
an
appr
opri
ate
stan
dard
us
ing
a ra
nge
of fe
atur
es
rele
vant
to th
e cl
ient
and
de
mon
stra
ting
prac
tical
ICT
ca
pabi
lity.
-
The
web
site
shou
ld m
eet
mos
t of t
he n
eeds
of t
he
clie
nt.
- Can
dida
te e
vide
nces
the
site
de
sign
in a
doc
umen
t tha
t m
akes
use
of r
elev
ant I
CT
la
yout
and
a r
ange
of
draw
ing
tool
s.
4-7
- Can
dida
te p
rodu
ces a
co
mpr
ehen
sive
coh
eren
t web
site
pr
esen
ted
to a
hig
h st
anda
rd u
sing
a
good
ran
ge o
f enh
ance
d fe
atur
es
rele
vant
to th
e cl
ient
and
de
mon
stra
ting
prac
tical
ICT
ca
pabi
lity
at h
igh
leve
l.
- Evi
denc
ed b
y th
e de
sign
of a
w
ebsi
te is
com
plet
e, w
ell d
esig
ned
In te
rms o
f str
uctu
re a
nd c
onte
nt
and
feat
ures
a r
ange
of a
dvan
ced
cont
ent.
- The
web
site
shou
ld m
eet a
ll th
e ne
eds o
f the
clie
nt.
- Can
dida
te e
vide
nces
the
site
de
sign
in a
pro
fess
iona
l man
ner
mak
ing
good
use
of a
dvan
ced
ICT
la
yout
and
a c
ompr
ehen
sive
ran
ge
of d
raw
ing
tool
s.
8-12
- Can
dida
te p
rodu
ces a
co
mpr
ehen
sive
coh
eren
t web
site
pr
esen
ted
to a
ver
y hi
gh st
anda
rd
usin
g an
ext
ensi
ve r
ange
of e
nhan
ced
feat
ures
rel
evan
t to
the
clie
nt a
nd
dem
onst
ratin
g pr
actic
al IC
T
capa
bilit
y at
hig
h le
vel.
- E
vide
nced
by
the
desi
gn o
f a
web
site
whi
ch is
com
plet
e an
d w
ell
desi
gned
In te
rms o
f str
uctu
re a
nd
cont
ent a
nd fe
atur
es a
ran
ge o
f ad
vanc
ed a
nd d
ynam
ic c
onte
nt.
- The
web
site
shou
ld m
eet a
ll th
e ne
eds o
f the
clie
nt a
nd d
ocum
ent t
he
site
in h
ighl
y pr
ofes
sion
al m
anne
r m
akin
g go
od u
se o
f adv
ance
d IC
T
layo
ut a
nd d
raw
ing
tool
s.
- Can
dida
tes
shou
ld h
ave
cons
ider
ed sc
alab
ility
issu
es a
nd
inve
stig
ated
pos
sibl
e au
ditin
g so
lutio
ns.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
7
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O2
- Can
dida
te d
emon
stra
tes b
asic
un
ders
tand
ing
of th
e im
port
ance
of i
nfor
mat
ion
and
com
mun
icat
ion
to th
e cl
ient
. -
Dem
onst
rate
s a d
etai
led
unde
rsta
ndin
g of
co
nfid
entia
lity
/dat
a pr
otec
tion
and
copy
righ
t iss
ues w
ith
rega
rd to
web
site
con
tent
. - W
ebsi
te a
nd r
epor
t are
wel
l w
ritt
en a
nd p
rese
nted
in a
m
anne
r de
mon
stra
ting
exte
nsiv
e kn
owle
dge
of IC
T
syst
ems.
Evi
denc
e of
acc
urac
y in
mee
ting
clie
nt n
eeds
evi
dent
th
roug
hout
task
s.
1-3
- Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
impo
rtan
ce o
f inf
orm
atio
n an
d co
mm
unic
atio
n to
the
clie
nt. S
how
s jus
tific
atio
n of
co
mm
unic
atio
n m
etho
ds a
nd
adva
nced
con
tent
. - D
emon
stra
tes a
det
aile
d un
ders
tand
ing
of
conf
iden
tialit
y /d
ata
prot
ectio
n an
d co
pyri
ght
issu
es w
ith r
egar
d to
web
site
co
nten
t.
- Web
site
and
rep
ort a
re w
ell
wri
tten
and
pre
sent
ed in
a
man
ner
dem
onst
ratin
g kn
owle
dge
of IC
T sy
stem
s. E
vide
nce
of a
ccur
acy
in
mee
ting
clie
nt n
eeds
evi
dent
th
roug
hout
task
s.
4-6
- Can
dida
te d
emon
stra
tes a
goo
d un
ders
tand
ing
of th
e im
port
ance
of
info
rmat
ion
and
com
mun
icat
ion
to
the
clie
nt. S
how
s jus
tific
atio
n o
f co
mm
unic
atio
n m
etho
ds a
nd
adva
nced
con
tent
. - D
emon
stra
tes a
det
aile
d un
ders
tand
ing
of c
onfid
entia
lity
/dat
a pr
otec
tion
and
copy
righ
t is
sues
with
reg
ards
to w
ebsi
te
cont
ent.
Has
con
side
red
web
site
se
curi
ty is
sues
and
mad
e re
fere
nce
to th
e ro
le o
f the
web
site
with
in th
e or
gani
satio
n.
- Web
site
and
rep
ort a
re w
ell
wri
tten
and
pre
sent
ed in
a m
anne
r de
mon
stra
ting
good
kno
wle
dge
of
ICT
syst
ems.
Evi
denc
e of
acc
urac
y in
mee
ting
clie
nt n
eeds
evi
dent
th
roug
hout
task
s.
7-9
- Can
dida
te d
emon
stra
tes a
det
aile
d un
ders
tand
ing
of th
e im
port
ance
of
info
rmat
ion
and
com
mun
icat
ion
to
the
clie
nt. S
how
s det
aile
d ju
stifi
catio
n of
com
mun
icat
ion
met
hods
and
the
use
of a
dvan
ced
cont
ent.
- Dem
onst
rate
s a d
etai
led
unde
rsta
ndin
g of
con
fiden
tialit
y /d
ata
prot
ectio
n an
d co
pyri
ght i
ssue
s w
ith r
egar
ds to
web
site
con
tent
. Has
fu
lly c
onsi
dere
d w
ebsi
te se
curi
ty a
nd
the
role
of t
he w
ebsi
te in
the
orga
nisa
tion.
- W
ebsi
te a
nd r
epor
t are
wel
l wri
tten
an
d pr
esen
ted
in a
man
ner
dem
onst
ratin
g ex
tens
ive
know
ledg
e of
ICT
syst
ems.
Evi
denc
e of
ac
cura
cy in
mee
ting
clie
nt n
eeds
ev
iden
t thr
ough
out a
ll ta
sks.
10-1
2
AO
3
- Can
dida
te p
rodu
ces a
web
site
of
bas
ic st
anda
rd. S
how
s an
unde
rsta
ndin
g of
the
appl
icat
ion
of sk
ills a
nd
know
ledg
e to
the
solu
tion
docu
men
ted
and
empl
oys a
t le
ast o
ne a
dvan
ced
feat
ure.
- W
ebsi
te a
nd r
epor
t are
w
ritt
en a
nd p
rese
nted
in a
m
anne
r re
leva
nt to
the
purp
ose
and
clie
nt.
- Too
ls a
nd fe
atur
es a
re a
pplie
d to
the
solu
tions
.
1-3
- Can
dida
te p
rodu
ces a
w
ebsi
te o
f app
ropr
iate
st
anda
rd. S
how
s un
ders
tand
ing
of th
e ap
plic
atio
n of
skill
s and
kn
owle
dge
to th
e so
lutio
n do
cum
ente
d an
d em
ploy
s a
rang
e of
adv
ance
d fe
atur
es.
- Web
site
and
rep
ort a
re
wri
tten
and
pre
sent
ed in
a
man
ner
rele
vant
to th
e pu
rpos
e an
d cl
ient
. - A
ran
ge o
f too
ls a
nd
feat
ures
are
app
lied
to th
e so
lutio
ns.
4-6
- Can
dida
te p
rodu
ces a
web
site
of a
go
od st
anda
rd S
how
s goo
d un
ders
tand
ing
of th
e ap
plic
atio
n of
sk
ills a
nd k
now
ledg
e to
the
solu
tion
docu
men
ted
and
uses
a g
ood
rang
e of
adv
ance
d fe
atur
es e
ffec
tivel
y th
roug
hout
the
web
site
. - W
ebsi
te a
nd r
epor
t are
wel
l w
ritt
en a
nd p
rese
nted
in a
man
ner
rele
vant
to th
e pu
rpos
e an
d cl
ient
. - G
ood
use
of a
wid
e ra
nge
of to
ols
and
feat
ures
app
ropr
iate
ly a
pplie
d to
the
solu
tions
cle
arly
de
mon
stra
ted.
7-9
- Can
dida
te p
rodu
ces a
web
site
of a
ve
ry h
igh
stan
dard
. Sho
ws a
th
orou
gh u
nder
stan
ding
of t
he
appl
icat
ion
of sk
ills a
nd k
now
ledg
e to
the
solu
tion
docu
men
ted
and
empl
oys a
num
ber
of a
dvan
ced
feat
ures
eff
ectiv
ely
thro
ugho
ut th
e w
ebsi
te.
- Web
site
and
rep
ort a
re v
ery
wel
l w
ritt
en a
nd p
rese
nted
in a
man
ner
high
ly r
elev
ant t
o th
e pu
rpos
e an
d cl
ient
. - E
xten
sive
use
of a
dvan
ced
rang
e of
to
ols a
nd fe
atur
es a
ppro
pria
tely
ap
plie
d to
the
solu
tions
cle
arly
de
mon
stra
ted.
Has
fully
con
side
red
futu
re r
equi
rem
ents
in th
e de
sign
of
the
site
stru
ctur
e.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
10
8
A2
UN
IT 9
- W
EB
SIT
E D
ESI
GN
AN
D M
AN
AG
EM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
e M
ark
Ban
d 1
Mar
k R
ange
M
ark
Ban
d 2
Mar
k R
ange
M
ark
Ban
d 3
Mar
k R
ange
M
ark
Ban
d 4
Mar
k R
ange
A
O4
- Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce in
a c
lear
an
d lo
gica
l man
ner.
- C
andi
date
show
s an
unde
rsta
ndin
g of
goo
d pr
actic
e.
Web
site
is e
xpla
ined
usi
ng
tech
nica
l and
des
crip
tive
lang
uage
. - C
andi
date
is a
war
e of
the
prob
lem
s and
lim
itatio
ns
mak
ing
refe
renc
e to
som
e us
er
requ
irem
ents
. - C
andi
date
pro
duce
s a si
mpl
e pr
ojec
t pla
n th
at o
utlin
es b
asic
sc
hedu
led
activ
ities
. - C
andi
date
pro
vide
s som
e ev
alua
tion
of th
eir
own
perf
orm
ance
in te
rms o
f m
eetin
g U
ser
requ
irem
ents
.
1-2
- Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce in
a
clea
r an
d lo
gica
l man
ner.
Sh
ows e
vide
nce
of w
ebsi
te
perf
orm
ance
(sta
tistic
s).
- Can
dida
te sh
ows a
n un
ders
tand
ing
of g
ood
prac
tice.
Web
site
is c
lear
ly
expl
aine
d us
ing
appr
opri
ate
tech
nica
l and
des
crip
tive
lang
uage
. - C
andi
date
is a
war
e of
the
prob
lem
s and
lim
itatio
ns
mak
ing
som
e re
fere
nce
to a
ra
nge
of sp
ecifi
c us
er
requ
irem
ents
. - W
ebsi
te a
nd r
epor
t are
w
ritt
en in
cle
ar lo
gica
l ter
ms.
- C
andi
date
is a
war
e of
lim
itatio
ns m
akin
g a
num
ber
of su
gges
tions
for
furt
her
deve
lopm
ent/i
mpr
ovem
ent
- Can
dida
te p
rodu
ces a
de
taile
d pr
ojec
t pla
n th
at
outli
nes s
ched
uled
act
iviti
es.
- C
andi
date
show
s un
ders
tand
ing
in e
valu
atin
g ho
w th
eir
solu
tion
fulfi
ls th
e ne
eds o
f the
com
pany
. E
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of
iden
tifyi
ng so
lutio
n.
3-4
- Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce in
a c
lear
and
lo
gica
l man
ner,
show
ing
evid
ence
an
d un
ders
tand
ing
of w
ebsi
te
perf
orm
ance
(sta
tistic
s).
- Can
dida
te sh
ows a
n un
ders
tand
ing
of g
ood
wor
king
pra
ctic
e. W
ebsi
te is
cl
earl
y ex
plai
ned
usin
g te
chni
cal
and
desc
ript
ive
lang
uage
. - C
andi
date
is a
war
e of
the
prob
lem
s and
lim
itatio
ns m
akin
g so
me
refe
renc
e to
a r
ange
of s
peci
fic
user
req
uire
men
ts.
- Web
site
and
rep
ort a
re w
ritt
en
and
pres
ente
d in
a c
oher
ent
stru
ctur
ed m
anne
r.
- Can
dida
te is
aw
are
of p
robl
ems
and
limita
tions
and
mak
es a
num
ber
of in
form
ed su
gges
tions
for
furt
her
deve
lopm
ent/i
mpr
ovem
ent.
- Can
dida
te p
rodu
ces a
det
aile
d pr
ojec
t pla
n th
at o
utlin
es sc
hedu
led
activ
ities
and
dem
onst
rate
s use
of
proj
ect m
anag
emen
t too
ls.
- C
andi
date
show
s goo
d un
ders
tand
ing
in e
valu
atio
n of
how
th
eir
solu
tion
fulfi
ls th
e ne
eds o
f the
co
mpa
ny. E
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of i
dent
ifyin
g a
solu
tion.
5-7
- Can
dida
te e
valu
ates
w
ebsi
te/p
erfo
rman
ce in
a c
lear
and
lo
gica
l man
ner.
Sho
win
g ev
iden
ce
and
unde
rsta
ndin
g of
web
site
pe
rfor
man
ce (s
tatis
tics)
. - C
andi
date
show
s an
unde
rsta
ndin
g of
goo
d w
orki
ng p
ract
ice
and
is a
ble
to ju
stify
site
stru
ctur
e to
allo
w
scal
abili
ty o
f the
web
site
. W
ebsi
te is
cl
earl
y ex
plai
ned
usin
g te
chni
cal a
nd
desc
ript
ive
lang
uage
. - C
andi
date
is a
war
e of
lim
itatio
ns
mak
ing
a nu
mbe
r of
sugg
estio
ns fo
r fu
rthe
r de
velo
pmen
t/im
prov
emen
t. - W
ebsi
te a
nd r
epor
t are
wri
tten
and
pr
esen
ted
in a
wel
l str
uctu
red,
pr
ofes
sion
al m
anne
r.
- Can
dida
te is
aw
are
of li
mita
tions
m
akin
g a
num
ber
of su
gges
tions
for
furt
her
deve
lopm
ent/i
mpr
ovem
ent.
- Can
dida
te p
rodu
ces a
pro
ject
pla
n de
taile
d to
a h
igh
spec
ifica
tion
and
dem
onst
rate
s goo
d us
e of
pro
ject
m
anag
emen
t too
ls.
- Can
dida
te sh
ows g
ood
unde
rsta
ndin
g in
eva
luat
ion
of h
ow
thei
r so
lutio
n fu
lfils
the
need
s of t
he
com
pany
. Eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f ide
ntify
ing
a so
lutio
n.
8-9
CCEA GCE Applied ICT – from September 2006
109
A2 UNIT 9 - WEBSITE MANAGEMENT AND DESIGN GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to further develop the web design and programming skills of students. The unit should not only address the concept of a ‘web presence’ but candidates should also study aspects such as performance considerations, how to use a range of media and how to develop interactive features. Candidates should study the concept of dynamic content that allows each visitors experience to be different. Candidates should also gain an understanding of how such a dynamic model can be used to allow non technical personnel manage a website Candidates should study a number of different site models and evaluate site structure, ease of navigation and dynamic content where applicable. Candidates should develop appropriate project management skills and apply standard ways of working in this context. This unit will provide opportunities for candidates to apply their knowledge and understanding in the area of web design. Candidates should be encouraged to focus their attention on what makes an effective website, and how to use media effectively and efficiently in this context. A variety of teaching strategies should be used. Texts, prepared notes on specific topics, and a broad range of published materials can be used to develop a broad understanding. The student’s research of a range of media and dynamic techniques should be broad enough to allow educated decisions to be made on the best solution for a client. Understanding the message being communicated will provide opportunities to plan, organise and collect data and to research and experiment with the best mode of communication. The concept of dynamic content such as the use of shopping basket software in e-commerce may be best studied at in the practical setting allowing pupils to see the advantages of such solutions and the security implications. Assessment Strategies Candidates are required to produce a professional functional website that fully meets client needs and includes evidence of advanced content. They are also required to produce a plan outlining all aspects of the website. This task will give candidates practical experience of planning a website implementation for a client as well as looking at methods that allow the site to be managed directly by the client. It is important that the project is managed appropriately.
CCEA GCE Applied ICT – from September 2006
110
Guidance on Using Assessment Evidence Marking Bands In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Research of current working websites • Visiting speakers • Business materials, such as marketing brochures • Lease study material from the Internet or a commercial resource (eg a resource pack or
video) • National and local newspapers especially business sections • Web design portal sites. For example sites that look at particular dynamic engines such as
PHP or ASP
There is a wide range of textbooks aimed at advanced business students. Printed materials from companies, especially large ones, are often preserved well, especially for young people. These materials may be part of a marketing and public relations strategy.
CCEA GCE Applied ICT – from September 2006
111
A2 UNIT 10 - MULTIMEDIA TECHNOLOGY ABOUT THIS UNIT This unit will require you to understand multimedia requirements and apply appropriate hardware and software in given contexts. You will design, document and present multimedia solutions using a range of techniques including animation and video. You will learn how to evaluate solutions using a structured approach. You will work with others to examine issues, to enhance your understanding of possible solutions and to develop multimedia solutions. You will learn to develop and apply project management skills to your work. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements of the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how digital technology works; • what hardware and software to use; • how to design a multimedia project; • the standard techniques used to create multimedia content; • how to present multimedia content; • the standard ways of working. How Digital Technology Works In order to fully understand the multimedia production cycle, you must examine the computer principles behind compression and file formats and how they relate to multimedia. You must understand: • how images, audio, movies and other multimedia content are converted into digital
language;
• how this digital language is related to what the user interacts with on screen or through the audio output of the computer;
• the reasons for compressing this content and how the compression affects the quality of
reproduction and the experience for the user.
CCEA GCE Applied ICT – from September 2006
112
What Hardware And Software To Use Multimedia can be created and delivered using a range of hardware and software. Delivery platforms differ in many ways and this has an affect on design and production. You must understand: • the range of available hardware platforms; • the characteristics of each hardware platform; • how these characteristics affect the design of a multimedia product; • how these characteristics affect the production of a multimedia product.
A range of software exists to deliver a multimedia title. Each piece of software has individual characteristics and provides different facilities suited to particular requirements. You must understand: • the range of available software; • why a piece of software is appropriate in a particular circumstance; • the creative opportunities available to designers through each piece of software; • how to acquire, create, edit and save multimedia content in the most efficient way. How To Design A Multimedia Project In order to create a quality multimedia product, the design team must know how to analyse the task to establish the best solution to fit all the requirements of both the user and the customer. You must understand: • how to profile the user in terms of age, skill level and other factors affecting their
experience of the product; • the standard ways of analysing usability including looking at clarity of content in
language and screen design, the consistency of information presented, the amount of feedback given to the user and the flexibility of the interface to suit the user profile;
• the most efficient use of media; • how to use a story board in the design a multimedia title; • the role of the Project Manager in the design process and production planning; • evaluation and testing of a multimedia title.
CCEA GCE Applied ICT – from September 2006
113
The Standard Techniques Used To Create Multimedia Content There are many ways to acquire and create multimedia content. A multimedia team will use several standard techniques to produce, edit and save their work. You must understand: • how to edit and save work for use in other editing packages; • the standard ways of working with text images video audio and animation; • the hands on use of video cameras audio recorders digital cameras and scanners; • pre-production procedures, camera movements and shot size; • digital video capture; • basic non-linear editing software; • adding transitions and superimposed clips; • working with audio; • adding effects; • exporting video. How To Present Multimedia Content You must understand: How to develop a linear presentation − • Creating Slides • Formatting Slides • How to use Text • How to use Audio • Movies in Presentations • Saving a presentation
How to create an animated sequence − • Animated Gifs • Creating Rollover Buttons • Audio for the web • Movies for the web The use of Authoring Software in non linear presentations− • Creating a Presentation • Use of Audio • Use of Video • Creation of an Interactive title
CCEA GCE Applied ICT – from September 2006
114
What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • edit and save your work regularly and maintain back up copies; • use storyboarding; • use flow charts; • use appropriate file naming conventions; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
11
5
A2
UN
IT 1
0 –
MU
LT
IME
DIA
TE
CH
NO
LO
GY
A
SSE
SSM
EN
T E
VID
EN
CE
In
this
uni
t, yo
u ha
ve le
arne
d ab
out s
peci
fyin
g, d
esig
ning
, dev
elop
ing,
eva
luat
ing
and
pres
entin
g m
ultim
edia
solu
tions
to su
it sp
ecifi
c U
ser
requ
irem
ents
. In
the
task
whi
ch fo
llow
s you
mus
t dem
onst
rate
you
r und
erst
andi
ng a
nd a
pply
the
skill
s you
hav
e ac
quire
d.
You
nee
d to
pro
duce
: A
n In
tera
ctiv
e m
ultim
edia
pre
sent
atio
n in
clud
ing
one
piec
e of
eith
er v
ideo
or a
nim
atio
n w
hich
inco
rpor
ates
a p
iece
of e
dite
d au
dio
supp
orte
d by
de
sign
sket
ches
, sto
rybo
ards
and
flow
cha
rts.
In th
is m
ultim
edia
pre
sent
atio
n yo
u m
ust:
• en
sure
that
all
info
rmat
ion
is p
rese
nted
in a
stru
ctur
ed, c
oher
ent,
conc
ise
man
ner a
nd sh
ows g
ood
cont
inui
ty;
• de
mon
stra
te th
e pr
oper
use
of t
echn
ical
lang
uage
show
ing
an u
nder
stan
ding
of t
he d
esig
n an
d pr
oduc
tion
proc
ess;
•
pres
ent a
det
aile
d an
alys
is o
f the
pro
duct
ion
task
. Th
ese
task
s will
show
the
follo
win
g:
• ho
w d
igita
l tec
hnol
ogy
wor
ks;
• w
hat h
ardw
are
and
softw
are
to u
se;
• ho
w to
des
ign
a m
ultim
edia
pro
ject
; •
the
stan
dard
tech
niqu
es u
sed
to c
reat
e m
ultim
edia
con
tent
; •
how
to p
rese
nt m
ultim
edia
con
tent
; •
wha
t are
the
stan
dard
way
s of w
orki
ng.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
11
6
A2
UN
IT 1
0 –
MU
LT
IME
DIA
TE
CH
NO
LO
GY
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- C
andi
date
dem
onst
rate
s ba
sic
capa
bilit
y in
app
lyin
g IC
T.
Thi
s is e
vide
nced
in th
e pr
esen
tatio
n, b
y kn
owle
dge
of th
e va
riou
s typ
es o
f m
edia
ava
ilabl
e.
- Can
dida
te d
emon
stra
tes
a ba
sic
know
ledg
e of
the
use
of m
ultim
edia
in a
num
ber
of d
iffer
ent c
onte
xts i
n th
e pr
esen
tatio
n.
1-3
- Can
dida
te d
emon
stra
tes
cap
abili
ty in
app
lyin
g IC
T.
Thi
s is e
vide
nced
in th
e pr
esen
tatio
n, b
y kn
owle
dge
of
the
vari
ous t
ypes
of m
edia
av
aila
ble.
- C
andi
date
dem
onst
rate
s a
know
ledg
e of
the
use
of
mul
timed
ia in
a n
umbe
r of
di
ffer
ent c
onte
xts i
n th
e pr
esen
tatio
n.
- Can
dida
te d
emon
stra
tes
a kn
owle
dge
of th
e va
riou
s ty
pes o
f med
ia a
vaila
ble.
- C
andi
date
s d
emon
stra
te a
n un
ders
tand
ing
of d
ata
man
agem
ent a
nd c
ompr
essi
on.
4-7
- Can
dida
te d
emon
stra
tes
goo
d ca
pabi
lity
in a
pply
ing
ICT
. T
his i
s evi
denc
ed in
the
pres
enta
tion,
by
deta
iled
know
ledg
e of
the
vari
ous t
ypes
of
med
ia a
vaila
ble.
- C
andi
date
dem
onst
rate
s go
od k
now
ledg
e of
the
use
of
mul
timed
ia in
a r
ange
of
diff
eren
t con
text
s in
the
pres
enta
tion.
- C
andi
date
dem
onst
rate
s goo
d kn
owle
dge
of th
e va
riou
s typ
es o
f m
edia
ava
ilabl
e an
d th
eir
rele
vanc
e to
par
ticul
ar si
tuat
ions
. - C
andi
date
s d
emon
stra
te g
ood
unde
rsta
ndin
g of
dat
a m
anag
emen
t and
com
pres
sion
. - C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
mul
timed
ia
deve
lopm
ent p
roce
ss
8-12
- Can
dida
te d
emon
stra
tes
exte
nsiv
e ca
pabi
lity
in a
pply
ing
ICT
. T
his i
s evi
denc
ed in
the
pres
enta
tion,
by
ext
ensi
ve k
now
ledg
e of
the
vari
ous
type
s of m
edia
ava
ilabl
e.
- Can
dida
te d
emon
stra
tes t
horo
ugh
know
ledg
e of
the
use
of m
ultim
edia
in
a w
ide
rang
e of
diff
eren
t con
text
s in
the
pres
enta
tion.
- C
andi
date
dem
onst
rate
s det
aile
d kn
owle
dge
of th
e va
riou
s typ
es o
f m
edia
ava
ilabl
e an
d th
eir
rele
vanc
e to
par
ticul
ar si
tuat
ions
. - C
andi
date
s d
emon
stra
te th
orou
gh
unde
rsta
ndin
g of
dat
a m
anag
emen
t an
d co
mpr
essi
on.
- Can
dida
te d
emon
stra
tes g
ood
unde
rsta
ndin
g of
the
mul
timed
ia
deve
lopm
ent p
roce
ss.
- Can
dida
te d
emon
stra
tes d
etai
led
unde
rsta
ndin
g of
the
mul
timed
ia
deve
lopm
ent p
roce
ss.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
11
7
A2
UN
IT 1
0 –
MU
LT
IME
DIA
TE
CH
NO
LO
GY
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
) A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
2
- Can
dida
te d
emon
stra
tes
a ba
sic
unde
rsta
ndin
g of
th
e de
sign
pro
cess
, and
can
cr
eate
a si
mpl
e ex
ampl
e of
pr
actic
al w
ork
usin
g cr
eativ
e so
ftw
are;
-T
he d
esig
n in
clud
es so
me
of th
e re
leva
nt se
ctio
ns a
nd
is u
sed
to d
evel
op th
e pr
esen
tatio
n.
1-3
- Can
dida
te d
emon
stra
tes
unde
rsta
ndin
g of
the
desi
gn
proc
ess,
and
can
cre
ate
an
exam
ple
of p
ract
ical
wor
k us
ing
crea
tive
soft
war
e;
-The
des
ign
incl
udes
mos
t of
the
rele
vant
sect
ions
and
is
used
to d
evel
op th
e pr
esen
tatio
n.
- Can
dida
te r
elat
es w
ork
to
desi
gn sk
etch
es o
r st
oryb
oard
s.
4-6
- Can
dida
te d
emon
stra
tes
a go
od u
nder
stan
ding
of t
he d
esig
n pr
oces
s, an
d ca
n c
reat
e a
goo
d ex
ampl
e of
pra
ctic
al w
ork
usin
g cr
eativ
e so
ftw
are:
-T
he d
esig
n is
of h
igh
qual
ity, i
nclu
des a
ll of
the
rele
vant
sect
ions
and
is u
sed
to
deve
lop
the
pres
enta
tion.
- C
andi
date
cle
arly
rel
ates
wor
k to
de
sign
sket
ches
or
stor
yboa
rds.
- C
andi
date
dem
onst
rate
s the
inte
grat
ion
of g
raph
ic sc
reen
s with
oth
er m
edia
.
7-9
- Can
dida
te d
emon
stra
tes
thor
ough
und
erst
andi
ng o
f the
des
ign
proc
ess,
and
can
cre
ate
a ve
ry g
ood
ex
ampl
e of
pra
ctic
al w
ork
usin
g a
rang
e of
feat
ures
of c
reat
ive
soft
war
e;
- The
des
ign
is o
f hig
h qu
ality
, inc
lude
s al
l of t
he r
elev
ant s
ectio
ns a
nd is
use
d to
dev
elop
the
pres
enta
tion.
It is
re
fere
nced
and
upd
ated
as r
equi
red.
- C
andi
date
exp
licitl
y re
late
s wor
k to
de
sign
sket
ches
or
stor
yboa
rds
- Can
dida
te d
emon
stra
tes t
he
inte
grat
ion
of g
raph
ic sc
reen
s with
ot
her
med
ia.
- Can
dida
te in
tegr
ates
a p
iece
of
mov
ing
imag
e w
ith g
raph
ic sc
reen
s w
hich
dem
onst
rate
goo
d de
sign
.
10-1
2
AO
3
- Can
dida
te d
emon
stra
tes
som
e ab
ility
to so
lve
prob
lem
s in
both
indi
vidu
al
and
team
sett
ings
. -C
andi
date
dem
onst
rate
s th
at th
e pr
oble
m h
as b
een
solv
ed to
som
e ex
tent
. Thi
s is
evi
denc
ed in
des
ign
and
in
the
pres
enta
tion.
-C
andi
date
dem
onst
rate
s th
at th
e pr
esen
tatio
n m
eets
so
me
of th
e us
er
requ
irem
ents
.
1-3
- Can
dida
te d
emon
stra
tes
abili
ty to
solv
e pr
oble
ms i
n bo
th in
divi
dual
and
gro
up
sett
ings
- C
andi
date
dem
onst
rate
s an
abili
ty to
par
ticip
ate
in g
roup
di
scus
sion
s and
show
s a
will
ingn
ess t
o ta
ke
resp
onsi
bilit
y fo
r a
give
n ro
le
with
in th
e pr
ojec
t tea
m.
-Can
dida
te d
emon
stra
tes t
hat
the
pres
enta
tion
mee
ts m
ost o
f th
e us
er r
equi
rem
ents
.
4-6
- C
andi
date
dem
onst
rate
s abi
lity
to so
lve
prob
lem
s in
both
indi
vidu
al a
nd g
roup
se
ttin
gs a
nd is
abl
e to
mak
e m
eani
ngfu
l su
gges
tions
. - C
andi
date
dem
onst
rate
s an
abili
ty to
pa
rtic
ipat
e in
gro
up d
iscu
ssio
ns a
nd
show
s a w
illin
gnes
s to
take
res
pons
ibili
ty
for
a gi
ven
role
with
in th
e pr
ojec
t tea
m.
-Can
dida
te d
emon
stra
tes t
hat t
he
pres
enta
tion
mee
ts a
ll of
the
user
re
quir
emen
ts.
-Can
dida
te d
emon
stra
tes c
reat
ive
use
of
soft
war
e to
a d
etai
led
brie
f.
7-9
- Can
dida
te d
emon
stra
tes a
bilit
y to
so
lve
prob
lem
s in
both
indi
vidu
al a
nd
grou
p se
ttin
gs a
nd is
abl
e to
mak
e w
ell
reas
oned
and
just
ified
sugg
estio
ns.
- Can
dida
te d
emon
stra
tes a
n ab
ility
to
part
icip
ate
in g
roup
dis
cuss
ions
and
sh
ows a
will
ingn
ess t
o ta
ke
resp
onsi
bilit
y fo
r a
give
n ro
le w
ithin
th
e pr
ojec
t tea
m.
-Can
dida
te d
emon
stra
tes t
hat t
he
pres
enta
tion
mee
ts a
ll of
the
user
re
quir
emen
ts.
- Can
dida
te d
emon
stra
tes c
reat
ive
use
of so
ftw
are
at a
n ad
vanc
ed le
vel t
o a
deta
iled
brie
f.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
11
8
A2
UN
IT 1
0 –
MU
LT
IME
DIA
TE
CH
NO
LO
GY
A
SSE
SSM
EN
T E
VID
EN
CE
MA
RK
ING
BA
ND
(CO
NT
INU
ED
) A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
4 - C
andi
date
des
crib
es th
e so
lutio
ns b
ut li
mite
d or
no
criti
cal e
valu
atio
n is
in
clud
ed in
fina
l pr
esen
tatio
n.
- Som
e ev
alua
tion
of th
eir
own
perf
orm
ance
is
incl
uded
1-2
- Can
dida
te d
escr
ibes
the
solu
tion
and
eval
uate
s the
so
lutio
n in
the
final
pr
esen
tatio
n. A
ref
lect
ive
eval
uatio
n ev
iden
ced
by th
e in
clus
ion
of r
ecom
men
datio
ns
for
impr
ovem
ent i
s inc
lude
d.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of
time
man
agem
ent a
nd so
me
refe
renc
e to
how
the
user
re
quir
emen
ts w
ere
met
has
be
en in
clud
ed.
3-4
- Can
dida
te d
escr
ibes
the
solu
tion
and
eval
uate
s the
fina
l sol
utio
n. A
full
and
refle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
how
the
syst
em m
eets
the
full
list o
f Use
r re
quir
emen
ts a
s ini
tially
sp
ecifi
ed is
incl
uded
. Rec
omm
enda
tions
fo
r im
prov
emen
t are
incl
uded
. - C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t and
inte
ract
ion
with
the
Use
r th
roug
hout
the
deve
lopm
ent.
5-7
- Can
dida
te d
escr
ibes
the
solu
tion
and
cond
ucts
a w
ell s
truc
ture
d an
d th
orou
gh e
valu
atio
n of
the
final
so
lutio
n. A
full
and
refle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
how
the
syst
em m
eets
the
full
list o
f Use
r re
quir
emen
ts a
s in
itial
ly sp
ecifi
ed. R
ecom
men
datio
ns
for
impr
ovem
ent a
re c
lear
ly in
dica
ted.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t and
inte
ract
ion
with
the
user
thro
ugho
ut th
e de
velo
pmen
t.
- Can
dida
te d
emon
stra
tes a
n ab
ility
to
com
men
t cri
tical
ly o
n th
eir
own
wor
k w
ith r
egar
d to
des
ign.
8-9
CCEA GCE Applied ICT – from September 2006
119
A2 UNIT 10 - MULTIMEDIA TECHNOLOGY GUIDANCE FOR TEACHERS Delivery Strategies Candidates should be familiarised with the mathematical basis of digital technology as an understanding of these core concepts will assist them in the efficient usage of digital technology. Candidates should first of all be made familiar with the full range of platforms and available materials as well as the range of methods available to deliver multimedia content to the end user. Candidates should be encouraged to research, analyse and evaluate multimedia resources. Group discussions on issues such as screen design, techniques and the use and rationale for interactivity will form an important forum for candidates to exchange ideas. This type of group work reflects the way that multimedia designers operate in the multimedia industry and helps develop a team approach. Visits to local media providers such as radio and television stations, web design companies and film production units should be part of the delivery strategy for the unit. Candidates will be engaged a range of practical activities in individual and team based setting. Practical activities will be progressive, building on concepts delivered in lectures. Candidates will learn from observing teaching presentations, demonstrations and tutorials. Software specific tutorials should also be made available for candidate use as these will enhance the student’s ability to use the more advanced features of the software. Project work will be used extensively in the delivery of the unit. This type of work allows candidates to understand the importance of planning, the real issues involved in the design process and the need for iteration and review. Assessment Strategies Candidates will be assessed on their production of a multimedia presentation. They will be required to work as part of a team and participate in a range of the activities associated with the production process. Candidates must produce multimedia content to a specification of user requirements. They will be required to demonstrate their knowledge of multimedia design by using correct terminology and technical language. The project they produce should be functional to an agreed standard. Candidates should be able to evaluate their work and be reflective in critically reviewing the product.
CCEA GCE Applied ICT – from September 2006
120
Guidance on Using Assessment Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources for this unit should include: • Access to the Internet • Audio CDs • CD Roms • DVDs • Video Resources • Publications • Advertising Material • Multimedia Texts
CCEA GCE Applied ICT – from September 2006
121
A2 UNIT 11 - APPLICATIONS SOFTWARE DEVELOPMENT ABOUT THIS UNIT This unit will develop an understanding of the functionality provided by a GUI interface together with on overview of the interoperability of software applications. Candidates will be required to use these applications to support business functions in a given context. There will be a particular emphasis on the development of an e-portfolio to move towards a paperless environment. Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to given problems. Candidates will be required to understand issues relating to their choice of software. Candidates will be required to examine and apply standard ways of working in this context. This unit will be internally assed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how to utilise interoperability between packages to maximize information output for
dissemination; • the impact of electronic tools in the digitising of communication and operations within an
organisation; • which ICT tool to select for the preparation of e-communications for use within and
outside of an organisation; • how to develop an automated business support system using the advanced features of
more than one type of generic software; • how to develop an e-portfolio which can be used for disseminating information in a
paperless environment; • what are the standard ways of working. How To Utilise Interoperability Between Packages To Maximize Information Output For Dissemination Software packages can interact and use data which is common to them. You will need to know: • the advantages of interoperability between software packages; • the different formats in which data can be held and exchanged between packages; • how to create data and information which will be used by a different application to
produce further information; • the role of OLE when sharing data between applications.
CCEA GCE Applied ICT – from September 2006
122
The Impact Of Electronic Tools In The Digitising Of Communication And Operations Within An Organisation In order to operate in a paperless environment, organisations make use of electronic tools. You will need to know: • what constitutes an electronic tool; • how organisations use electronic tools to produce information; • how organisations use electronic tools to support the business function; • the advantages of using digital material rather than paper based material; • the impact of a paperless environment on an organisation; • why an organisation might use visual/graphic digital media rather than test based media
for communication.
How To Develop An Automated Business Support System Using The Advanced Features Of More Than One Type Of Generic Software As organisations move towards a paperless environment, the use of application software has evolved to assist not only in the production of e-materials which are fit for purpose, but also in the support the business functions of decision making and information production. You will need to know: • the importance of high quality information in assisting the decision making process
within an organisation; • how to make use of the advanced features associated with database technology; • how to make use of the advanced features associated with spreadsheet and word
processing software to produce information, to support decision making, from data supplied by other applications;
• how to produce an electronic support document to assist end users in the use of the support system.
Which ICT Tool To Select For The Preparation Of E-Communications For Use Within And Outside Of An Organisation In order to effectively develop a set of electronically based documents and support systems, the correct ICT tool must be chosen for the task in hand. You will need to know: • how to select an appropriate ICT tool for a given task; • the advanced features associated with generic software packages; • how to effectively deploy advanced features to develop automated support systems; • how to develop an automated support system for a business purpose; • how to develop e-media such as an e-staff directory, an e-staff handbook, an e-training
manual.
CCEA GCE Applied ICT – from September 2006
123
How To Develop An E-Portfolio Which Can Be Used For Disseminating Information In A Paperless Environment E-portfolios are used to showcase businesses or assets currently being developed within a business. They can take a variety of forms so long as the material contained within them is accessible using a digital menu. You will need to: • know how businesses and organisations use e-portfolios; • know the typical structure of an e-portfolio; • develop criteria for evaluating an e-portfolio; • develop an e-portfolio containing a range of e-material and an automated business
support system. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should assist you to: • manage your work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
12
4
A2
UN
IT 1
1 –
APP
LIC
AT
ION
SO
FTW
AR
E D
EV
EL
OPM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit y
ou h
ave
lear
ned
how
to m
akes
use
of t
he fe
atur
es p
rovi
ded
by a
GU
I and
how
to e
xplo
it th
e in
tero
pera
bilit
y of
softw
are
appl
icat
ions
to
allo
w th
e tra
nsfe
r of d
ata
betw
een
appl
icat
ions
. You
hav
e al
so le
arne
d th
e im
porta
nce
and
natu
re o
f com
mun
icat
ions
tech
nolo
gy in
an
orga
nisa
tion
and
how
the
orga
nisa
tion
can
mak
e be
st u
se o
f the
se to
ols t
o de
velo
p an
e-p
ortfo
lio.
You
nee
d to
pro
duce
: •
a di
gita
l tra
inin
g re
sour
ce w
hich
will
ass
ist a
new
mem
ber o
f an
orga
nisa
tion
in u
nder
stan
ding
the
visi
on a
nd a
ims o
f the
org
anis
atio
n to
geth
er
with
the
man
agem
ent s
truct
ure;
• an
aut
omat
ed su
ppor
t sys
tem
whi
ch m
akes
use
of d
atab
ase
tech
nolo
gy to
add
val
id d
ata,
del
ete
and
upda
te re
cord
s thr
ough
a d
ata
capt
ure
scre
en, t
o qu
ery
the
data
base
, to
prod
uce
repo
rts a
nd in
clud
e m
acro
s to
auto
mat
e a
task
. Th
e da
ta in
the
data
base
mus
t be
appr
opria
tely
use
d by
a sp
read
shee
t and
wor
d pr
oces
sing
app
licat
ion.
Whe
n us
ing
the
wor
d pr
oces
sor y
ou sh
ould
mak
e us
e of
the
adva
nced
feat
ures
such
as
sele
ctiv
e m
ail m
ergi
ng, m
acro
s and
tem
plat
es;
•
a di
gita
l brie
fing
reso
urce
for t
he m
anag
emen
t of t
he o
rgan
isat
ion
whi
ch e
valu
ates
and
exp
lain
s the
role
and
func
tions
ass
ocia
ted
with
el
ectro
nic
com
mun
icat
ion
tool
s. Y
our r
esou
rce
shou
ld re
late
you
r ow
n ex
perie
nces
in th
e us
e of
the
tool
s you
are
revi
ewin
g, y
ou sh
ould
su
ppor
t thi
s by
imag
es o
r vid
eo sh
owin
g ho
w y
ou h
ave
used
the
tool
s;
•
an e
-por
tfolio
con
tain
ing
all o
f the
asp
ects
out
lined
abo
ve, w
hich
cou
ld b
e su
bmitt
ed e
lect
roni
cally
to th
e m
anag
emen
t tea
m o
f the
or
gani
satio
n fo
r vie
win
g.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
12
5
A tw
o pa
ge d
ocum
ent o
f no
mor
e th
an 5
00 w
ords
or
a 2
min
ute
vide
o w
hich
eva
luat
es y
our
own
perf
orm
ance
and
the
solu
tions
pro
vide
d.
This
will
dem
onst
rate
the
follo
win
g
• ho
w to
util
ise
inte
rope
rabi
lity
betw
een
pack
ages
to m
axim
ize
info
rmat
ion
outp
ut fo
r dis
sem
inat
ion
envi
ronm
ent;
• th
e im
pact
of e
lect
roni
c to
ols i
n th
e di
gitis
ing
of c
omm
unic
atio
n an
d op
erat
ions
with
in a
n or
gani
satio
n;
• w
hich
ICT
tool
to se
lect
for t
he p
repa
ratio
n of
e-c
omm
unic
atio
ns fo
r use
with
in a
nd o
utsi
de o
f an
orga
nisa
tion;
•
how
to d
evel
op a
n au
tom
ated
bus
ines
s sup
port
syst
em u
sing
the
adva
nced
feat
ures
of m
ore
than
one
type
of g
ener
ic so
ftwar
e;
• ho
w to
dev
elop
an
e-po
rtfol
io w
hich
can
be
used
for d
isse
min
atin
g in
form
atio
n in
a p
aper
less
env
ironm
ent;
• w
hat a
re th
e st
anda
rd w
ays o
f wor
king
.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
12
6
A2
UN
IT 1
1 –
APP
LIC
AT
ION
SO
FTW
AR
E D
EV
EL
OPM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
obje
ctiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- Can
dida
tes
pro
duce
ev
iden
ce o
f hav
ing
com
plet
ed th
e ta
sks
dem
onst
ratin
g lim
ited
prac
tical
cap
abili
ty in
ap
plyi
ng IC
T.
- Ele
ctro
nic
copi
es o
f all
tool
s hav
e be
en c
olle
cted
to
geth
er.
1-3
- Can
dida
tes
show
pr
actic
al c
apab
ility
in
appl
ying
ICT
. T
his i
s ev
iden
ced
by a
ll ta
sks b
eing
co
mpl
eted
.
- Dat
abas
e co
ntai
ns 3
tabl
es
and
suita
ble
data
of
diff
eren
t typ
es, q
ueri
es,
repo
rts a
nd d
ata
capt
ure
scre
ens.
Dat
a in
the
data
base
has
bee
n us
ed
acro
ss th
ree
appl
icat
ions
to
prod
uce
the
requ
ired
do
cum
ents
. - R
esou
rces
pro
duce
d ar
e us
able
and
fit f
or p
urpo
se.
The
ele
ctro
nic
port
folio
is
deve
lope
d in
a st
ruct
ured
fa
shio
n an
d or
gani
sed
acco
rdin
gly.
4-7
- Can
dida
tes
show
a g
ood
leve
l of
prac
tical
cap
abili
ty in
app
lyin
g IC
T.
Thi
s is e
vide
nced
by
all t
asks
bei
ng
com
plet
ed.
- D
atab
ase
cont
ains
3 ta
bles
and
su
itabl
e da
ta o
f diff
eren
t typ
es w
ith
prop
ertie
s and
ran
ges a
ppro
pria
tely
se
t, qu
erie
s, re
port
s and
dat
a ca
ptur
e sc
reen
s. D
ata
in th
e da
taba
se h
as b
een
used
acr
oss t
hree
app
licat
ions
to
prod
uce
high
qua
lity
wor
d pr
oces
sed
docu
men
ts.
The
spre
adsh
eet i
nclu
des
grap
hs a
nd m
acro
s if a
ppro
pria
te.
Adv
ance
d fe
atur
es a
s out
lined
abo
ve
have
bee
n us
ed a
ppro
pria
tely
.
- Res
ourc
es p
rodu
ced
are
usab
le,
cont
ain
grap
hics
from
at l
ast t
wo
sour
ces a
nd a
re fi
t for
pur
pose
. T
he
elec
tron
ic p
ortf
olio
is c
ompl
ete
and
is
navi
gabl
e fr
om a
sim
ple
fron
t end
.
8-12
- C
andi
date
s sh
ow a
hig
h le
vel o
f pr
actic
al c
apab
ility
in a
pply
ing
ICT
. T
his i
s evi
denc
ed b
y th
e th
ree
task
s be
ing
com
plet
ed to
a h
igh
spec
ifica
tion.
- D
atab
ase
cont
ains
3 ta
bles
and
suita
ble
data
of d
iffer
ent t
ypes
with
pro
pert
ies
and
rang
es a
ppro
pria
tely
set,
quer
ies,
repo
rts a
nd d
ata
capt
ure
scre
ens.
All
on
scre
en d
ata
is e
asily
nav
igab
le.
Dat
a in
th
e da
taba
se h
as b
een
used
acr
oss t
hree
ap
plic
atio
ns to
pro
duce
hig
h qu
ality
w
ord
proc
esse
d do
cum
ents
. The
sp
read
shee
t inc
lude
s gra
phs a
nd m
acro
s if
appr
opri
ate,
csv
file
s hav
e be
en u
sed
to tr
ansf
er d
ata
betw
een
appl
icat
ions
. A
n ex
tens
ive
rang
e of
adv
ance
d fe
atur
es
as o
utlin
ed a
bove
hav
e be
en u
sed
appr
opri
atel
y.
- Res
ourc
es p
rodu
ced
are
usab
le, w
ell
laid
out
and
org
anis
ed, c
onta
in g
raph
ics
from
at l
ast t
wo
sour
ces a
nd a
re fi
t for
pu
rpos
e. T
he e
lect
roni
c po
rtfo
lio is
co
mpl
ete
and
is n
avig
able
from
an
auto
mat
ed fr
ont e
nd.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
12
7
A2
UN
IT 1
1 –
APP
LIC
AT
ION
SO
FTW
AR
E D
EV
EL
OPM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
obje
ctiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
A02
- Can
dida
te d
emon
stra
tes
basi
c un
ders
tand
ing
of th
e ro
le a
nd fu
nctio
ns o
f el
ectr
onic
com
mun
icat
ion
syst
ems a
nd a
pplic
atio
ns
soft
war
e.
- Can
dida
te d
emon
stra
tes a
ba
sic
unde
rsta
ndin
g of
the
conc
epts
to b
e de
liver
ed in
th
e tr
aini
ng r
esou
rces
. T
rain
ing
reso
urce
s are
us
eabl
e bu
t lac
k de
pth.
1-3
- Can
dida
te d
emon
stra
tes
an u
nder
stan
ding
of t
he r
ole
and
func
tions
of e
lect
roni
c co
mm
unic
atio
n sy
stem
s.
- Can
dida
te d
emon
stra
tes
an u
nder
stan
ding
of t
he
conc
epts
to b
e de
liver
ed in
th
e tr
aini
ng r
esou
rces
and
pr
esen
ts a
n in
form
ativ
e gu
ide
to c
omm
unic
atio
ns
tech
nolo
gies
for
man
agem
ent.
4-6
- Can
dida
te d
emon
stra
tes a
goo
d un
ders
tand
ing
of th
e ro
le a
nd
func
tions
of e
lect
roni
c co
mm
unic
atio
n sy
stem
s. T
his i
s evi
denc
ed b
y th
e de
velo
pmen
t of g
ood
qual
ity r
esou
rces
w
hich
con
tain
cle
ar in
stru
ctio
ns a
nd
info
rmat
ion
on th
e re
leva
nt to
pic.
- R
esou
rces
are
wel
l str
uctu
red
and
info
rmat
ion
prov
ided
is o
f a h
igh
qual
ity a
nd d
epth
. The
trai
ning
gui
de
is e
asily
use
d an
d w
ell s
truc
ture
d an
d th
e br
iefin
g re
sour
ce p
rese
nts a
n in
form
ativ
e gu
ide
to c
omm
unic
atio
ns
tech
nolo
gies
for
man
agem
ent.
7-9
Can
dida
te d
emon
stra
tes t
horo
ugh
unde
rsta
ndin
g of
the
role
and
func
tions
of
ele
ctro
nic
com
mun
icat
ion
syst
ems.
T
his i
s evi
denc
ed b
y th
e de
velo
pmen
t of
hi
gh q
ualit
y re
sour
ces w
hich
con
tain
th
orou
gh in
stru
ctio
ns a
nd in
form
atio
n on
the
rele
vant
topi
c.
- Can
dida
te d
emon
stra
tes a
goo
d un
ders
tand
ing
of th
e co
ncep
ts to
be
deliv
ered
in th
e tr
aini
ng r
esou
rces
. T
rain
ing
reso
urce
s are
wel
l des
igne
d an
d th
orou
gh.
10-1
2
A03
- Can
dida
tes
hav
e de
velo
ped
solu
tions
to a
ll ta
sks o
utlin
ed a
nd h
ave
sele
cted
app
ropr
iate
tool
s fo
r ta
sks.
Sol
utio
ns u
se
basi
c fu
nctio
ns o
f the
so
ftw
are
pack
ages
sele
cted
.
- Can
dida
tes
hav
e de
velo
ped
a si
mpl
e da
taba
se
syst
em w
ith a
lim
ited
inte
rfac
e fo
r us
ing
the
syst
em. T
here
is li
mite
d ev
iden
ce o
f sof
twar
e in
tegr
atio
n vi
a th
e tr
ansf
eren
ce o
f dat
a be
twee
n ap
plic
atio
ns.
1-3
- Can
dida
tes
hav
e de
velo
ped
wel
l str
uctu
red
solu
tions
to a
ll ta
sks
outli
ned
and
have
sele
cted
ap
prop
riat
e to
ols f
or ta
sks.
So
lutio
ns u
se a
ran
ge o
f fu
nctio
ns o
f the
soft
war
e pa
ckag
es se
lect
ed.
- C
andi
date
s h
ave
deve
lope
d a
wor
king
da
taba
se sy
stem
with
a u
ser
frie
ndly
inte
rfac
e fo
r us
ing
the
syst
em. T
here
is
evid
ence
of r
elev
ant a
nd
real
istic
soft
war
e in
tegr
atio
n vi
a th
e tr
ansf
eren
ce o
f dat
a be
twee
n ap
plic
atio
ns.
Mac
ros t
empl
ates
and
mai
l m
ergi
ng h
ave
been
use
d in
th
e so
lutio
n.
4-6
- Can
dida
tes
hav
e de
velo
ped
very
go
od q
ualit
y w
ell s
truc
ture
d so
lutio
ns
to th
e al
l tas
ks o
utlin
ed a
nd h
ave
sele
cted
app
ropr
iate
tool
s for
task
s.
Solu
tions
use
a w
ide
rang
e of
func
tions
of
the
soft
war
e pa
ckag
es se
lect
ed to
so
lve
the
prob
lem
s.
- Can
dida
tes
hav
e de
velo
ped
a
data
base
syst
em w
ith a
use
r fr
iend
ly
inte
rfac
e fo
r us
ing
the
syst
em. T
here
is
evid
ence
of r
elev
ant a
nd r
ealis
tic
soft
war
e in
tegr
atio
n vi
a th
e tr
ansf
eren
ce o
f dat
a be
twee
n ap
plic
atio
ns.
- C
andi
date
s d
emon
stra
te th
e us
e of
se
lect
ive
mai
l mer
ging
. Mac
ros a
nd
tem
plat
es d
esig
ned
auto
mat
e ta
sks
typi
cally
car
ried
out
by
the
user
.
7-9
- Can
dida
tes
hav
e de
velo
ped
high
qu
ality
wel
l str
uctu
red
solu
tions
to a
ll ta
sks o
utlin
ed a
nd h
ave
sele
cted
ap
prop
riat
e to
ols f
or ta
sks.
A
just
ifica
tion
for
the
tool
s med
ia se
lect
ed
for
the
trai
ning
and
bri
efin
g re
sour
ces
has b
een
incl
uded
. So
lutio
ns u
se a
n ex
tens
ive
rang
e of
func
tions
of t
he
soft
war
e pa
ckag
es se
lect
ed to
solv
e th
e pr
oble
ms.
- C
andi
date
s h
ave
deve
lope
d a
da
taba
se sy
stem
with
a u
ser
frie
ndly
in
terf
ace
for
usin
g th
e sy
stem
. The
re is
ev
iden
ce o
f rel
evan
t and
rea
listic
so
ftw
are
inte
grat
ion
via
the
tran
sfer
ence
of
dat
a be
twee
n ap
plic
atio
ns.
- Can
dida
tes
dem
onst
rate
the
appr
opri
ate
use
of se
lect
ive
mai
l m
ergi
ng. M
acro
s and
tem
plat
es d
esig
ned
auto
mat
e su
bsta
ntiv
e ta
sks t
ypic
ally
ca
rrie
d ou
t by
the
user
and
are
ac
cess
ible
from
a m
enu
or ic
on w
ithin
th
e so
ftw
are
whi
ch p
rovi
des t
hem
.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
12
8
A2
UN
IT 1
1 –
APP
LIC
AT
ION
SO
FTW
AR
E D
EV
EL
OPM
EN
T
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
obje
ctiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
4
- Can
dida
te d
escr
ibes
the
solu
tions
but
pla
ces l
imite
d or
no
criti
cal e
valu
atio
n in
to
the
final
rep
ort.
1 - C
andi
date
des
crib
es th
e so
lutio
ns a
nd p
lace
s ev
alua
tion
of th
e so
lutio
n in
to th
e fin
al r
epor
t.
- Eva
luat
ion
is p
lace
d in
te
rms o
f tim
e m
anag
emen
t an
d th
e ef
fect
iven
ess o
f the
so
lutio
ns p
rodu
ced.
2 - C
andi
date
des
crib
es th
e so
lutio
ns
and
eval
uate
s the
m in
term
s of t
he
user
’s r
equi
rem
ents
.
- Can
dida
te e
valu
ates
the
effe
ctiv
enes
s of
the
solu
tions
whe
n im
plem
ente
d.
Thi
s is c
hara
cter
ised
by
a w
ell
stru
ctur
ed r
epor
t whi
ch a
ddre
sses
the
initi
al u
ser
requ
irem
ents
and
issu
es
rais
ed fr
om th
e ev
alua
tion.
3-4
- Can
dida
te p
rovi
des a
ccur
ate
and
succ
inct
des
crip
tion
of so
lutio
ns.
- C
andi
date
pla
ces e
valu
atio
n in
term
s of
the
user
’s r
equi
rem
ents
and
the
solu
tion’
s eff
ectiv
enes
s.
- Cri
tical
eva
luat
ion
is e
vide
nced
by
the
pres
ence
of r
ecom
men
datio
ns fo
r im
prov
emen
t and
/or
exte
nsio
ns to
bet
ter
suit
the
user
’s n
eeds
.
5-6
CCEA GCE Applied ICT – from September 2006
129
A2 UNIT 11 – APPLICATION SOFTWARE DEVELOPMENT GUIDANCE FOR TEACHERS Delivery Strategies The aim of this unit is to develop skills in the appropriate use of advanced features of generic software and the design of electronic media for e-communication. Candidates will be required to develop a variety of support systems and communications for use within an organisation. Through this they are encouraged to appreciate that high quality information can impact on the business function. Candidates are required to produce an electronic portfolio which contains a variety of electronic assets which they have developed. In short, the “e-portfolio” will replace a large paper based portfolio. All communications will be electronic in nature and candidates should be encouraged to think about alternative media for the production of the “assets” within the portfolio. Candidates should begin by reviewing good examples of electronic communication. The school intranet could be a starting point. They should be encouraged to think about the production of digital media in a broad sense rather than solely in terms of typed documents. In order to develop the automated system candidates should investigate how business uses generic software innovatively to assist with routine and complex tasks. Candidates should produce a high quality interface which makes use of data produce in differing applications. Candidates should consider the validation of data and data capture screens. This will help to further emphasise the need for accuracy and correctness to ensure that the information produced is reliable. With regard to e-portfolio production, candidates should be introduced to the typical structure and contents of such a portfolio through research and exemplification. The e-portfolio should be maintained over the course of the unit. The assets therein should be front ended in some way and should be navigable to display each one in turn. E-portfolios may be large in size and schools should make provision for the storage of such a quantity of materials. Assessment Strategies This unit is assessed by the production of an e-portfolio of evidence. In order to produce this e-portfolio, candidates must have a sound understanding of the nature and structure of an e-portfolio. They must have also have a sound understanding of the role of ICT in supporting information and communication. Candidates should be able to identify a range of different ways of developing e-communication materials and select the most appropriate medium to develop e-communication fit for purpose. The automated system should reflect tasks which are realistic for a business context. In order to produce such a system, candidates require a thorough knowledge of generic software and their purposes.
CCEA GCE Applied ICT – from September 2006
130
Guidance on Using Assessors Markers Grid In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • publications including company reports and company magazines; • internet; • case study material; • guest speakers; • visits to local industry.
CCEA GCE Applied ICT – from September 2006
131
A2 UNIT 12 – VISUAL PROGRAMMING ABOUT THIS UNIT In this unit you will be introduced to the fundamental concepts of modern programming in a visual language. You will be asked to undertake tasks in which you will design and create programmes which are event driven in nature: prototype applications using storyboarding as a design tool consider interaction with the user: use procedures and functions; develop user interface design and utilise the software to produce GUI applications. You will develop a single application or undertake a set of tasks to design a set of GUI applications which meet a set of user requirements. You will be required to examine and apply standard ways of working in this context. Your teacher will advise you on the tasks that must be undertaken to enable you to meet the requirements for the unit. This unit will be internally assessed by the presentation of a portfolio of work. WHAT YOU NEED TO LEARN You will need to understand: • how to design a visual interface; • how to develop a prototype through storyboarding; • the tools for building a GUI application; • how to package and distribute a system; • the importance of testing a user specified system; • technical and user documentation requirements; • how to evaluate a user specified system; • what are the standard ways of working. How To Design A Visual Interface Before undertaking any program of development you must consider the needs of the user and design appropriate sketches or wireframe diagrams of the GUI environment which you will develop. This phase of development is important to ensure that your view of the user requirements is correct and that the objectives of the GUI are in line with the user’s expectations.
CCEA GCE Applied ICT – from September 2006
132
You must understand: • storyboarding; • the role of storyboarding in designing a system; • what a design should include: the aims and objectives of the program or application; • the user, their needs and how these needs can be met; • a storyboard showing the forms to be included in the GUI that is being developed; • a diagram of each form showing a representation of the elements or controls to be used
on each screen; • a justification for the inclusion of each screen in terms of the user requirements; • a description of the main tasks to be conducted on each screen and any data to be input,
output or processed; • a documented interview with the user after examination of the initial storyboard. Any
updates to the GUI design should be clearly documented; • a revised copy of the storyboard following the user interview.
How To Develop A Prototype Through Storyboarding Having agreed the general layout of the GUI with a user, a prototype or interactive storyboard must be developed, using the outcome from the design process. To build a prototype you need to appreciate the role of a prototype in developing a system. You must understand the stages of development of the system including: • use of the visual programming language that has been chosen to produce a ‘foam model’
of the system – this is a model which has the look and feel of the finished product, but no functionality;
• evaluation of the prototype with the user and documentation of any refinements to be made at this stage;
• production of a second prototype which has key functionality included; • evaluation of the prototype with the user and documentation of any refinements to be
made; • production of a final specification for the development of the GUI based on the
refinements made. The Tools for Building a GUI Application Having designed a prototype which has key functionality and meets with the user’s requirements the application should now be built in full using the prototype as a basis and the programming language you have selected. This means that code will be placed into the prototype so that it becomes a fully operational system. You must understand the programming concepts which should be included in a GUI as outlined. These include ALL of the following: • sequence;
CCEA GCE Applied ICT – from September 2006
133
• selection; • repetition; • modular programming design; • functions and procedures (at least two of which are user defined); • passing data between procedures where appropriate; • in line commenting of code to demonstrate the purpose; • calculation and text manipulation. At least FOUR data types, for example: • string; • integer; • boolean; • double or single precision decimal point numbers. Programming of at least THREE of the following events within the application: • click event; • keypress event; • mouse moving over an object; • drag and drop event; • onchange; • load / initiate; • lostfocus. Use of at least FOUR controls or objects characteristic of GUI interfaces. For example: • toolbars; • pull down menus; • status bars; • dialogue boxes; • graphics; • list boxes; • combo boxes; • image/picture boxes; • multimedia objects such as sound or video; • check boxes or option boxes. In the overall design and development of your application you should ensure that: • the events of each object are programmed suitably; • all user input is validated to avoid erroneous information being produced; • the application interface provides helpful error messages; • the application provides suitable user feedback throughout.
CCEA GCE Applied ICT – from September 2006
134
How To Package And Distribute A System Applications are distributed to clients on a CD-ROM or disk. This means they can deploy the application where necessary in the organisation. In order that you can develop an application for deployment you need to consider the media available for deployment and then select a suitable medium. You must understand: • how an application should be placed on a medium suitable for distribution to users. The Importance Of Testing A User Specified System All systems should be tested before being released to the user. In order to develop effective testing strategies you will need to consider the role of: • application and acceptance testing; • test plan development.
You should plan and carry out acceptance and application testing of any application and record the outcomes associated with each. This should include: • the production of a comprehensive test plan which will fully test a system from a
navigation viewpoint data processing (user input) viewpoint; • comprehensive documentation of the result of each test. Technical And User Documentation Requirements In addition to the documents produced during the testing phase other technical and user documentation is required. This includes: • a user guide which would allow a novice user to navigate the system; • a set of program listings which includes comments to enable a programmer to maintain or
upgrade a system; • an installation manual which will give the technical information required to assist a user
in the installation and set up of an application from a CD-ROM or disk.
This means you will need to learn about the contents of a user guide and a technical guide for installation. How To Evaluate A User Specified System Having developed and implemented an application, it is important to evaluate the effectiveness of the technical and user documentation. You must also evaluate how the system meets it original objectives. In order to achieve this, THREE users should be selected and asked to: - test the system using only the user guide; - install your system using only the installation manual.
CCEA GCE Applied ICT – from September 2006
135
What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should assist you to: • manage you work effectively; • save your programs regularly and maintain a back up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
13
6
A2
UN
IT 1
2 –
VIS
UA
L P
RO
GR
AM
MIN
G
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
lear
ned
abou
t the
des
ign
of in
terf
aces
and
syst
ems u
sing
pro
toty
ping
as a
met
hodo
logy
. Y
ou a
lso
lear
ned
how
to u
se a
tool
to
deve
lop
a G
UI s
yste
m a
nd th
e fe
atur
es ty
pica
lly a
ssoc
iate
d w
ith it
. You
hav
e ex
amin
ed th
e pr
inci
ple
of te
stin
g an
d do
cum
entin
g a
syst
em a
nd
the
impo
rtanc
e of
eva
luat
ing
the
prod
uct i
n te
rms o
f the
use
r req
uire
men
ts.
You
nee
d to
pro
duce
: •
a w
orki
ng sy
stem
whi
ch h
as b
een
desi
gned
to m
eet u
ser s
peci
fied
requ
irem
ents
and
pro
duce
d us
ing
a vi
sual
pro
gram
min
g to
ol;
•
a de
sign
doc
umen
t sto
rybo
ardi
ng th
e sy
stem
to b
e de
velo
ped
and
the
deta
iling
the
data
requ
irem
ents
and
out
put t
o be
pro
duce
d by
the
syst
em;
• ev
iden
ce o
f im
plem
enta
tion
by in
clud
ing
anno
tate
d sc
reen
dum
ps a
nd c
ode
listin
gs o
f the
GU
I app
licat
ion
you
have
bui
lt;
• us
er d
ocum
enta
tion,
mak
ing
use
of g
raph
ics a
nd su
itabl
e fo
r a n
ovic
e us
er;
• te
chni
cal d
ocum
enta
tion
whi
ch e
nabl
es th
e in
stal
latio
n of
the
pack
age
from
the
depl
oym
ent m
edia
; •
com
preh
ensi
ve te
stin
g do
cum
enta
tion
with
a te
st p
lan
and
evid
ence
that
the
test
s hav
e be
en c
arrie
d ou
t; •
eval
uatio
n of
the
effe
ctiv
enes
s of t
he so
lutio
n in
term
s of t
he u
ser r
equi
rem
ents
; •
evid
ence
of t
he u
se o
f sta
ndar
d w
ays o
f wor
king
.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
13
7
This
will
dem
onst
rate
the
follo
win
g:
• ho
w to
des
ign
a vi
sual
inte
rfac
e;
• ho
w to
dev
elop
a p
roto
type
thro
ugh
stor
yboa
rdin
g;
• th
e to
ols f
or b
uild
ing
a G
UI a
pplic
atio
n;
• ho
w to
pac
kage
and
dis
tribu
te a
syst
em;
• th
e im
porta
nce
of te
stin
g a
user
spec
ified
syst
em;
• te
chni
cal a
nd u
ser d
ocum
enta
tion
requ
irem
ents
; •
how
to e
valu
ate
a us
er sp
ecifi
ed sy
stem
; •
wha
t are
the
stan
dard
way
s of w
orki
ng.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
13
8
A2
UN
IT 1
2 –
VIS
UA
L P
RO
GR
AM
MIN
G
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
Ass
essm
ent
Obj
ectiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- Can
dida
tes
des
ign
and
deve
lop
a si
mpl
e sy
stem
usi
ng st
oryb
oard
s an
d pr
otot
ypin
g. T
his i
s evi
denc
ed
by st
oryb
oard
des
igns
and
scre
en
shot
s of a
wor
king
syst
em.
- The
syst
em a
llow
s use
r in
put a
nd
inte
ract
ion
and
prod
uces
scre
en
base
d or
pap
er b
ased
out
put.
- T
he sy
stem
dev
elop
ed m
eets
som
e of
the
user
’s r
equi
rem
ents
. C
lick
even
ts h
ave
been
pro
gram
med
and
na
viga
tion
of th
e sy
stem
can
be
achi
eved
.
1-3
- Can
dida
tes
des
ign
and
deve
lop
a w
orki
ng sy
stem
usi
ng p
roto
typi
ng
and
stor
yboa
rds.
The
syst
em
deve
lope
d m
eets
all
of th
e us
er’s
re
quir
emen
ts in
a b
asic
way
. Thi
s is
evid
ence
d by
stor
yboa
rd d
esig
ns, a
t le
ast o
ne p
roto
type
dev
elop
men
t cyc
le
and
good
use
r in
terf
ace
desi
gn.
- T
he c
andi
date
has
dev
elop
ed a
sy
stem
whi
ch a
llow
s use
r in
tera
ctio
n an
d pr
oduc
es sc
reen
bas
ed a
nd p
aper
ba
sed
outp
ut.
- C
lick
even
ts h
ave
been
pr
ogra
mm
ed, a
t lea
st tw
o ot
her
type
s of
con
trol
s hav
e be
en in
clud
ed a
nd
prog
ram
med
and
nav
igat
ion
of th
e sy
stem
can
be
achi
eved
eas
ily.
Whe
re
data
cap
ture
scre
ens h
ave
been
in
clud
ed th
ere
is d
ata
valid
atio
n.
4-7
- Can
dida
tes
des
ign
and
deve
lop
a w
orki
ng sy
stem
usi
ng p
roto
typi
ng
and
stor
yboa
rds.
The
syst
em
deve
lope
d m
eets
all
of th
e us
er’s
re
quir
emen
ts in
an
appr
opri
ate
way
. T
his i
s evi
denc
ed b
y cl
ear
stor
yboa
rd
desi
gns,
at le
ast t
wo
prot
otyp
e de
velo
pmen
t cyc
les a
nd a
hig
h qu
ality
us
er in
terf
ace
desi
gn.
- T
he c
andi
date
has
dev
elop
ed a
sy
stem
whi
ch a
llow
s use
r fr
iend
ly
inte
ract
ion
and
prod
uces
scre
en
base
d an
d pa
per
base
d ou
tput
. E
rror
m
essa
ges a
re u
ser
frie
ndly
and
in
form
ativ
e.
- Clic
k ev
ents
hav
e be
en
prog
ram
med
, at l
east
two
othe
r ty
pes
of c
ontr
ols h
ave
been
incl
uded
in a
n ap
prop
riat
e co
ntex
t and
nav
igat
ion
of
the
syst
em c
an b
e ac
hiev
ed e
asily
. W
here
dat
a ca
ptur
e sc
reen
s hav
e be
en in
clud
ed th
ere
is a
ppro
pria
te
data
val
idat
ion.
- C
andi
date
s h
ave
mad
e us
e of
ad
vanc
ed fe
atur
es w
ithin
the
visu
al
prog
ram
min
g to
ol.
Adv
ance
d fe
atur
es a
re e
vide
nced
thro
ugh
such
as
pect
s as u
ser
defin
ed p
rogr
am
mod
ules
, the
pro
gram
min
g of
eve
nts
othe
r th
an th
e cl
ick
even
t, th
e us
e of
pu
ll do
wn
men
us.
8-12
- C
andi
date
s d
esig
n an
d de
velo
p a
wor
king
syst
em u
sing
pr
otot
ypin
g an
d st
oryb
oard
s. T
he
syst
em d
evel
oped
mee
ts a
ll of
the
user
’s r
equi
rem
ents
in a
cre
ativ
e an
d ap
prop
riat
e w
ay. T
his i
s ev
iden
ced
by c
lear
and
det
aile
d st
oryb
oard
des
igns
, at l
east
thre
e pr
otot
ype
deve
lopm
ent c
ycle
s and
a
high
qua
lity
user
inte
rfac
e de
sign
whi
ch is
cha
ract
eris
tic o
f a
GU
I app
licat
ion.
- T
he c
andi
date
has
dev
elop
ed a
sy
stem
whi
ch a
llow
s use
r fr
iend
ly
inte
ract
ion
and
prod
uces
wel
l de
sign
ed sc
reen
bas
ed a
nd p
aper
ba
sed
outp
ut.
Err
or m
essa
ges a
re
user
frie
ndly
and
info
rmat
ive.
- C
lick
even
ts h
ave
been
pr
ogra
mm
ed, a
t lea
st tw
o ot
her
type
s of c
ontr
ols h
ave
been
in
clud
ed in
an
appr
opri
ate
cont
ext
and
navi
gatio
n of
the
syst
em is
in
tuiti
ve a
nd c
onsi
sten
t for
use
rs.
Whe
re d
ata
capt
ure
scre
ens h
ave
been
incl
uded
ther
e is
app
ropr
iate
da
ta v
alid
atio
n w
ith su
itabl
e er
ror
mes
sage
s for
all
data
ent
ered
. - C
andi
date
s h
ave
mad
e us
e of
ad
vanc
ed fe
atur
es w
ithin
the
visu
al p
rogr
amm
ing
tool
. A
dvan
ced
feat
ures
are
evi
denc
ed
thro
ugh
such
asp
ects
as u
ser
defin
ed p
rogr
am m
odul
es, t
he
prog
ram
min
g of
eve
nts o
ther
than
th
e cl
ick
even
t, th
e us
e of
pul
l do
wn
men
us.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
13
9
A2
UN
IT 1
2 –
VIS
UA
L P
RO
GR
AM
MIN
G
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
A02
- Can
dida
te d
emon
stra
tes a
bas
ic
unde
rsta
ndin
g of
the
role
of a
n IC
T
syst
em in
an
orga
nisa
tion.
Thi
s is
evid
ence
d by
the
exis
tenc
e of
a u
ser
guid
e an
d a
tech
nica
l ins
talla
tion
guid
e.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t ind
icat
es
limite
d un
ders
tand
ing
of fi
tnes
s for
pu
rpos
e. T
here
is li
mite
d ev
iden
ce
of c
onsi
dera
tion
of ta
rget
aud
ienc
e du
ring
dev
elop
men
t.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
robu
st a
nd d
epen
dabl
e sy
stem
by
deve
lopi
ng a
test
pla
n w
hich
test
s na
viga
tion.
1-3
- Can
dida
tes
dem
onst
rate
a
reas
onab
le u
nder
stan
ding
of t
he r
ole
of a
n IC
T sy
stem
in a
n or
gani
satio
n.
Thi
s is e
vide
nced
by
the
exis
tenc
e of
a
user
gui
de a
nd a
tech
nica
l ins
talla
tion
guid
e w
hich
incl
udes
rel
evan
t gr
aphi
cs a
nd sc
reen
shot
s.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t is l
ogic
ally
or
dere
d an
d fit
for
purp
ose.
Fitn
ess
for
purp
ose
has b
een
esta
blis
hed
by
allo
win
g a
user
to e
valu
ate
the
docu
men
ts p
rodu
ced.
The
re is
som
e ev
iden
ce o
f con
side
ratio
n of
targ
et
audi
ence
dur
ing
deve
lopm
ent.
-C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
and
dep
enda
ble
syst
em b
y de
velo
ping
a te
st p
lan
whi
ch te
sts
navi
gatio
n an
d so
me
data
cap
ture
.
4-6
- Can
dida
tes
dem
onst
rate
a g
ood
un
ders
tand
ing
of th
e ro
le o
f an
ICT
sy
stem
in a
n or
gani
satio
n. T
his i
s ev
iden
ced
by th
e ex
iste
nce
of a
co
mpr
ehen
sive
use
r gu
ide
and
tech
nica
l ins
talla
tion
guid
e w
hich
in
clud
es r
elev
ant g
raph
ics a
nd sc
reen
sh
ots a
nd is
org
anis
ed a
ppro
pria
tely
us
ing
sect
ion
head
ings
and
pag
e nu
mbe
ring
.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t is l
ogic
ally
or
dere
d an
d fit
for
purp
ose.
Fitn
ess
for
purp
ose
has b
een
esta
blis
hed
by
allo
win
g a
user
to e
valu
ate
the
docu
men
ts p
rodu
ced.
Thi
s is
evid
ence
d by
the
accu
racy
, lay
out a
nd
orga
nisa
tion
of th
e do
cum
ent.
The
re
is so
me
evid
ence
of c
onsi
dera
tion
of
targ
et a
udie
nce
duri
ng d
evel
opm
ent.
- C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a ro
bust
and
dep
enda
ble
syst
em b
y de
velo
ping
a te
st p
lan
whi
ch te
sts
navi
gatio
n an
d al
l dat
a ca
ptur
e.
7-9
- Can
dida
tes
dem
onst
rate
a h
igh
leve
l und
erst
andi
ng o
f the
rol
e of
an
ICT
syst
em in
an
orga
nisa
tion.
T
his i
s evi
denc
ed b
y th
e ex
iste
nce
of a
com
preh
ensi
ve u
ser
guid
e an
d te
chni
cal i
nsta
llatio
n gu
ide
whi
ch
incl
udes
rel
evan
t gra
phic
s and
sc
reen
shot
s and
is o
rgan
ised
ap
prop
riat
ely
usin
g se
ctio
n he
adin
gs a
nd p
age
num
beri
ng.
- Eac
h do
cum
ent i
s cre
ated
and
th
e de
sign
of t
he d
ocum
ent i
s use
r fr
iend
ly, l
ogic
ally
ord
ered
and
fit
for
purp
ose.
Fitn
ess f
or p
urpo
se
has b
een
esta
blis
hed
by a
llow
ing
a us
er to
eva
luat
e th
e do
cum
ents
pr
oduc
ed.
Feed
back
from
the
eval
uatio
n pr
oces
s has
bee
n in
clud
ed to
impr
ove
the
docu
men
t.
The
doc
umen
ts a
re c
lear
and
co
ncis
e. T
his i
s evi
denc
ed b
y th
e ac
cura
cy, l
ayou
t and
org
anis
atio
n of
the
docu
men
t. T
he d
ocum
ents
co
ntai
n ap
prop
riat
e la
ngua
ge fo
r th
e ta
rget
aud
ienc
e.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
robu
st a
nd d
epen
dabl
e sy
stem
by
deve
lopi
ng a
thor
ough
test
pla
n w
hich
test
s com
plet
ely
navi
gatio
n an
d da
ta c
aptu
re.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
14
0
A2
UN
IT 1
2 –
VIS
UA
L P
RO
GR
AM
MIN
G
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
Ass
essm
ent
Obj
ectiv
es
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
A03
- Can
dida
te d
emon
stra
tes t
hat t
he
prob
lem
has
bee
n so
lved
to so
me
exte
nt.
Thi
s is e
vide
nced
by
scre
ensh
ots o
f the
impl
emen
tatio
n of
the
test
pla
n.
- The
com
plet
ed sy
stem
mee
ts so
me
of th
e us
ers r
equi
rem
ents
in te
rms
of sc
reen
nav
igat
ion
and
outp
ut
prod
uced
.
1-3
-Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pla
n w
hich
sh
ows a
ll na
viga
tion
and
som
e da
ta
capt
ure
bein
g te
sted
. - T
he c
ompl
eted
syst
em m
eets
the
user
s req
uire
men
ts in
term
s of s
cree
n na
viga
tion
and
outp
ut p
rodu
ced.
Thi
s is
evi
denc
ed th
roug
h sc
reen
shot
s and
by
ref
eren
ce to
the
prot
otyp
e de
velo
ped
for
user
test
ing.
4-6
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
in a
n ap
prop
riat
e m
anne
r. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pla
n w
hich
sh
ows a
ll na
viga
tion
and
all d
ata
capt
ure
bein
g te
sted
. - T
he c
ompl
eted
syst
em m
eets
de
finiti
vely
the
user
’s r
equi
rem
ents
in
term
s of s
cree
n na
viga
tion,
dat
a ca
ptur
e an
d ou
tput
pro
duce
d. T
his i
s ev
iden
ced
thro
ugh
scre
ensh
ots a
nd
by d
etai
led
refe
renc
e to
the
prot
otyp
es d
evel
oped
for
user
test
ing.
7-9
- Can
dida
tes
dem
onst
rate
that
th
e pr
oble
m h
as b
een
solv
ed in
a
full
man
ner.
Thi
s is e
vide
nced
by
scre
ensh
ots o
f the
im
plem
enta
tion
of th
e te
st p
lan
whi
ch sh
ows a
ll na
viga
tion
and
all d
ata
capt
ure
bein
g te
sted
. - T
he c
ompl
eted
syst
em m
eets
de
finiti
vely
the
user
’s
requ
irem
ents
in te
rms o
f scr
een
navi
gatio
n, d
ata
capt
ure
and
outp
ut p
rodu
ced.
Thi
s is
evid
ence
d th
roug
h sc
reen
shot
s an
d by
det
aile
d re
fere
nce
to th
e pr
otot
ypes
dev
elop
ed fo
r us
er
test
ing.
10-1
2
AO
4
- Can
dida
te d
escr
ibes
the
solu
tions
bu
t pla
ces l
imite
d or
no
criti
cal
eval
uatio
n in
to th
e fin
al r
epor
t.
- Som
e ev
alua
tion
of th
eir
own
perf
orm
ance
has
bee
n in
clud
ed.
1-2
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
th
e fin
al r
epor
t. A
ref
lect
ive
eval
uatio
n ch
arac
teri
sed
by th
e in
clus
ion
of r
ecom
men
datio
ns fo
r im
prov
emen
t.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of t
ime
man
agem
ent a
nd so
me
refe
renc
e to
ho
w th
e us
er’s
req
uire
men
ts w
ere
met
ha
s bee
n in
clud
ed.
3-4
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
rep
ort.
- A
full
and
refle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
how
th
e sy
stem
mee
ts th
e fu
ll lis
t of u
ser
requ
irem
ents
as i
nitia
lly sp
ecifi
ed
and
reco
mm
enda
tions
for
impr
ovem
ent.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t and
inte
ract
ion
with
the
user
dur
ing
prot
otyp
ing
to fu
rthe
r ex
trac
t and
ref
ine
the
user
’s
requ
irem
ents
.
5-7
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es a
wel
l st
ruct
ured
and
thor
ough
ev
alua
tion
of th
e so
lutio
n in
to th
e fin
al r
epor
t.
- A fu
ll an
d re
flect
ive
eval
uatio
n ha
s bee
n in
clud
ed c
hara
cter
ised
by
the
incl
usio
n of
how
the
syst
em m
eets
the
full
list o
f use
r re
quir
emen
ts a
s ini
tially
sp
ecifi
ed, a
com
plet
e re
fere
nce
to
the
effe
ctiv
enes
s of t
he u
se o
f pr
otot
ypin
g an
d re
com
men
datio
ns fo
r im
prov
emen
t.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of t
ime
man
agem
ent a
nd in
tera
ctio
n w
ith th
e us
er d
urin
g pr
otot
ypin
g to
furt
her
extr
act a
nd r
efin
e th
e us
er’s
req
uire
men
ts.
Can
dida
te
com
mun
icat
es h
ow th
eir
own
perf
orm
ance
cou
ld b
e im
prov
ed.
8-9
CCEA GCE Applied ICT – from September 2006
141
A2 UNIT 12 – VISUAL PROGRAMMING GUIDANCE FOR TEACHERS Delivery Strategies This unit is intended to develop skills in the design and development of software which contains the features of a Graphical User Interface. Prototyping is to be used as the development tool and storyboarding as the design tool within the development cycle. Candidates should have an appreciation of the features that a GUI presents to users. These features such as windows, pull down menus, popup menus, status bars (this is only a sample list) etc should be discussed. Candidates should practise producing storyboards which are application independent, ie could be used by a third party to implement the system in any visual programming language. The relative merits of prototyping should be discussed, any form of formal prototyping is acceptable provided it is justified. Candidates could undertake a mini project which will fine tune skills prior to the development of the system for the portfolio. It is important that candidates have enough skills to select features of the software that are appropriate to enhance the interface for the application chosen. The importance of testing a system before releasing it should be emphasised to students. Candidates should also be encouraged to examine user and installation guides received with professionally produced software to establish the content and layout of such documents. Candidates must be able to evaluate the solution in terms of the user requirements. These could be set as performance indicators at the beginning of the process. In this unit there is significant scope to develop a wide range of systems using a variety of software. Centres are encouraged to think creatively to produce innovative systems. Assessment Strategies This unit is assessed by the production of a portfolio of evidence. To produce this portfolio, candidates must have well developed skills in the use of a visual programming tool. The candidate will formally develop through storyboarding, a GUI based system. The system should evolve with every cycle of prototyping and this should be clearly evidenced in the portfolio documentation. The system should make effective use of advanced software features and be fit for purpose.
CCEA GCE Applied ICT – from September 2006
142
Guidance on Using Assessment Evidence Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources Resources to support the delivery of this unit include: • texts; • software user documentation; • internet; • exemplification material.
CCEA GCE Applied ICT – from September 2006
143
A2 UNIT 13 – NETWORKING AND COMMUNICATIONS ABOUT THIS UNIT This unit will develop your network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. You will use standard network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand, topologies and logical structures such as file server only and thin client; understand management issues including the implications for security and backup, user rights and file permissions; show evidence of selecting and configuring hardware and software for others to use. This unit will be externally assessed through a 1 ½ hour question paper. WHAT YOU NEED TO LEARN You will need to understand: • data transmission; • local area network − LAN technology; • wireless networking technology; • client server concepts;
• internet and wide area network technology; • network security; • digital communication methods; • the standard ways of working. Data Transmission All networking and communication involves the transmission of data between one network node to another. In order to understand networking it is essential to know the ways in which data can be transmitted. You must understand: • serial and parallel data transmission; • synchronous and asynchronous transmission; • transmission speeds / error handling; • concept of bandwidth.
CCEA GCE Applied ICT – from September 2006
144
Local Area Network - LAN Technology Local Area Networking focuses on single site network installations. You must fully understand the benefits of a Local Area Network and the of network installation. You must understand: • LAN Client Hardware requirements (network cards, cables); • Cabling Issues; • Hubs and Switches; • LAN Topologies (Ring, Star, Bus); • LAN Setup; • MAC Address concepts; • Ethernet (IP addressing) including use the static and DHCP; supplied IP addresses; • LAN Tools (Ping, IPConfig etc); • LAN Security; • Hardware Sharing – Print Servers; • Operating System Issues / Set up; • Benefits of LAN. Wireless Networking Technology Traditional LAN networks relied on expensive installations of cabling and network points. Recent technology allows data transmission using wireless technology. You should understand the different wireless standards and the application of the technology in a Local Area Network setting. You must understand: • bluetooth technology – (personal wireless); • hardware requirements (Access Points, WIFI Cards); • wireless standards (802.11a, 802.11b, 802.11g); • security issues, WEP, SSID; • wireless range issues; • network bridging; • concept of sniffing and war driving; • setting up a WIFI network / zone. Client Server Concepts Many network installations are set up using a client server model. This can be very advantageous for organisations with a large number of users. You must fully understand the advantages of the client server model and be aware of the security and policy issues that can arise.
CCEA GCE Applied ICT – from September 2006
145
You must understand: • client accounts; • management issues; • client storage management; • access rights, permissions; • backup policy; • acceptable use policies (AUP); • thin client; • CD / multimedia servers; • network storage systems; • concept of roaming profiles; • software licensing concepts. Internet And Wide Area Network Technology A network does not have to be confined to a single building and many large organisations have networks that span several countries. You should be aware of wide area networking and the security issues that should be considered with every installation. Many Wide Area Networking applications have now found their way into everyday use allowing thousands of users to connect to the Internet. You should understand what the Internet is and how it works. You should also gain where possible a practical knowledge of the following. You must understand: • single client connection to the Internet (PSTN (dialup), ISDN, Broadband); • concept of bandwidth; • bandwidth redundancy; • connecting a LAN to WAN (or the Internet) router concepts; • router set up; • proxy servers; • domain names (IP, DNS); • WAN Tools (DNS lookup, NetGeo Trace, IP lookup); • multi site connection using VPN (Virtual Private Network); • wireless open zones. Network Security News headlines often cover breaches in network security. Securing such technology requires constant updating of software and hardware. You should be aware of the difficulties in securing a network and be aware of the basic steps that can be taken.
CCEA GCE Applied ICT – from September 2006
146
You must understand: • security provided by NAT; • purpose of a firewall; • types of firewall (software and hardware); • whole network antivirus protection; • understanding of a DoS attacks; • trojan horses, software vulnerabilities; • role on software service packs in keeping a network secure. Digital Communication Methods Developments in computing have brought about major changes in how we communicate. These include email, global video conferencing etc. You will gain practical experience and knowledge of the use of web services to enable communication. You should be aware of how communication works and the use of network port Protocols. You should be aware of the following services and technologies. • HTTP services, including secure server access; • FTP (File Transfer Protocol); • email – how email works including use of POP3 (110) and SMTP (25) servers; • email security issues – spam, privacy and antivirus; • usenet / newsgroups; • chat rooms- function and risks; • IM – Instant Messaging; • concept of video conferencing and practical set up. The application of video conferencing
may be applied over a Local Area Network; • file sharing – benefits and the effect on bandwidth / Internet infrastructure; • streaming media; • VoIP (Voice over IP); • network gaming concepts. The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit, you should: • manage your work effectively; • keep information securely; • work safely.
CCEA GCE Applied ICT – from September 2006
147
A2 UNIT 13 – NETWORKING AND COMMUNICATIONS GUIDANCE FOR TEACHERS Delivery Strategies The aim of this unit is to introduce the concept of computer and communication. The unit should develop network design and problem solving skills at Local Area Network level and also at a Global level through Internet technologies. Candidates should gain an understanding of network tools and learn how to: transmit and receive data using electronic methods; locate, select and retrieve electronically stored information effectively; understand, topologies and logical structures such as file server only an thin client; understand management issues including the implications for security and backup, user rights and file permissions. A variety of teaching strategies should be used. Texts, prepared notes on specific topics and a broad range of published materials can be used to develop a thorough understanding. Parallels should be drawn showing how such networking technology is used to enable a range of communication methods. Many candidates may already be familiar with setting up their own home networks or using the technology in gaming environments. It is therefore recommended that practical examples or demonstrations are used where possible. This could be simply accomplished by allowing candidates to explore the school/college network set up or by demonstrating WIFI/ video conferencing. Assessment Strategies Assessment will be by written examination lasting 11/2 hours. Resources • School Local Area Network • Visiting Speakers • Newspaper articles network advances etc • Hardware / Software websites There is a wide range of textbooks that cover each area in detail
CCEA GCE Applied ICT – from September 2006
148
A2 UNIT 14 – IMPLEMENTING A BUSINESS SOLUTION ABOUT THIS UNIT This unit will present you with the opportunity to develop a software system from a User Requirements Specification. In this unit, you will design, develop, test, document and evaluate a software solution to a specified problem. You will be required to demonstrate project management skills and to appreciate all aspects of the systems development life cycle. You will be required to develop a software solution to a business problem taking into consideration the needs of the end user. You will be required to explore and select appropriate design methods. You will be required to develop, test, document and demonstrate your solution. You will examine and apply standard ways of working in this context. This unit will be internally assessed by the presentation of a portfolio of work. The portfolio is based on case study material. WHAT YOU NEED TO LEARN You will need to understand: • how to use appropriate design methods to develop a software system to meet user
requirements;
• how to develop a functional software system from the design specification using a recognised development tool;
• how to test the developed system;
• the documentation to be produced;
• how to evaluate the final system in terms of the user requirements;
• what are the standard ways of working. How To Use Appropriate Design Methods To Design A Software System To Meet User Requirements The choice of design method applied to the development of a software system will reflect the nature of the problem under consideration. You must always consider the needs of the User and choose a design method that will help you to interact in an appropriate manner with the User of your developed system. You must understand: • the range of design methods available; • how design methods such as:
− algorithms; − storyboards; − data flow diagrams;
CCEA GCE Applied ICT – from September 2006
149
• data dictionaries can be applied in the development of a software solution; • the importance of an agreed specification of User requirements. How To Develop A Functional Software System From The Design Specification Using A Recognised Development Tool Once you have agreed the Requirements Specification with the User, you must now develop your system using the development tool of your choice. You must understand: • the importance of choosing the most appropriate development tool for the problem under
consideration; • how to work to an agreed schedule of activities in the software development process; • how to evaluate the system at critical stages of development to ensure compliance with
the user requirements specification. How To Test The Developed System The importance of software testing with respect to the quality of a final software product cannot be overstated. Testing should account for the largest percentage of technical effort in the software process. You must understand: • how to test the functionality of a system; • how to test the user interface; • how to test the original specification against the final product; • how to produce a test plan for a developed system. The Documentation To Be Produced As with all quality software products, it is essential to produce the relevant documentation to accompany the final software product. The documentation produced includes everything that has been developed throughout the software development process, including any documentation generated in the design process as well as test plans and program listings. You must understand: • the distinction between technical and user documentation; • how to produce a quality user guide; • how to produce quality technical documentation including installation instructions for the
product.
CCEA GCE Applied ICT – from September 2006
150
How To Evaluate The Final System In Terms Of The User Requirements It is extremely important that the final system meets the user requirements, otherwise the system will not be acceptable. from the very beginning of the development process a full understanding of the user profile and the user requirements will determine the relative success or failure of the final product. You must understand: • the importance of critically evaluating the final software product; • the importance of detailed analysis of results, conclusions and recommendation; • how to present the final solution to the user. What Are The Standard Ways Of Working Standard ways of working enable you to manage and develop your work effectively. Unit 1 Information and Communication has already outlined these procedures in detail. In particular in this unit you should: • manage you work effectively; • save your programs regularly and maintain a back-up copy; • keep information securely; • work safely.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
15
1
A2
UN
IT 1
4 –
IMPL
EM
EN
TIN
G A
BU
SIN
ESS
SO
LU
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E
In th
is u
nit,
you
lear
ned
how
to d
esig
n, d
evel
op, t
est,
docu
men
t and
eva
luat
e a
softw
are
solu
tion
to a
spec
ified
pro
blem
taki
ng in
to c
onsi
dera
tion
the
need
s of t
he e
nd u
ser.
You
als
o le
arne
d ho
w to
app
ly p
roje
ct m
anag
emen
t ski
lls a
nd to
app
reci
ate
all a
spec
ts o
f the
syst
ems d
evel
opm
ent l
ife
cycl
e.
You
nee
d to
pro
duce
: A
softw
are
solu
tion
to a
def
ined
bus
ines
s pro
blem
, tak
ing
into
con
side
ratio
n th
e ne
eds o
f the
end
use
r. Y
ou w
ill b
e re
quire
d to
exp
lore
and
sele
ct
appr
opria
te d
esig
n m
etho
ds. Y
ou w
ill b
e re
quire
d to
dev
elop
, tes
t, do
cum
ent a
nd d
emon
stra
te y
our s
olut
ion
You
mus
t pro
duce
a c
lear
stat
emen
t of t
he u
sers
nee
ds.
•
You
mus
t pro
duce
a d
esig
n sp
ecifi
catio
n us
ing
an a
ppro
pria
te d
esig
n m
etho
dolo
gy w
hich
pro
pose
s a so
lutio
n to
the
prob
lem
pre
sent
ed.
The
docu
men
t sho
uld
show
the
desi
gn d
evel
opm
ent u
sing
you
r cho
sen
desi
gn m
etho
dolo
gy a
nd sh
ould
incl
ude
the
outp
ut in
form
atio
n re
quire
d fr
om th
e sy
stem
, the
inpu
t dat
a re
quire
d an
d th
e pr
oces
ses r
equi
red
to m
anag
e, st
ore
and
man
ipul
ate
data
to p
rodu
ce re
leva
nt a
nd u
sefu
l in
form
atio
n fo
r the
use
r. •
You
mus
t pro
vide
a d
ocum
ent w
hich
just
ifies
you
r cho
ice
of to
ol fo
r im
plem
entin
g th
e so
lutio
n.
• Y
ou m
ust i
mpl
emen
t you
r des
ign
and
show
evi
denc
e of
the
impl
emen
tatio
n in
an
appr
opria
te m
anne
r. •
Prov
ide
user
doc
umen
tatio
n an
d te
chni
cal d
ocum
enta
tion
to su
ppor
t the
syst
em.
• Pr
ovid
e a
test
pla
n w
hich
will
thor
ough
ly te
st y
our s
yste
m fr
om u
ser i
nter
face
and
func
tiona
lity
view
poin
t with
evi
denc
e th
at th
e te
sts h
ave
been
car
ried
out.
• C
arry
out
a c
ritic
al e
valu
atio
n of
the
solu
tion
in te
rms o
f the
use
r req
uire
men
ts a
nd y
our o
wn
perf
orm
ance
. •
Evid
ence
of s
tand
ard
way
s of w
orki
ng.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
15
2
This
will
dem
onst
rate
the
follo
win
g:
• ho
w to
use
app
ropr
iate
des
ign
met
hods
to d
evel
op a
softw
are
syst
em to
mee
t use
r req
uire
men
ts;
• ho
w to
dev
elop
a fu
nctio
nal s
oftw
are
syst
em fr
om th
e de
sign
spec
ifica
tion
usin
g a
reco
gnis
ed p
rogr
amm
ing
tool
; •
how
to te
st th
e de
velo
ped
syst
em;
• th
e do
cum
enta
tion
to b
e pr
oduc
ed;
• ho
w to
eva
luat
e th
e fin
al sy
stem
in te
rms o
f the
use
r req
uire
men
ts;
• th
e st
anda
rd w
ays o
f wor
king
.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
15
3
A2
UN
IT 1
4 –
IMPL
EM
EN
TIN
G A
BU
SIN
ESS
SO
LU
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D
A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4 M
ark
Ran
ge
AO
1
- Can
dida
tes
des
ign
and
deve
lop
a si
mpl
e sy
stem
w
hich
mee
ts th
e ne
eds o
f the
us
er a
s spe
cifie
d by
CC
EA
, m
akin
g us
e of
an
appr
opri
ate
prog
ram
min
g to
ol a
nd d
esig
n m
etho
dolo
gy.
Thi
s is e
vide
nced
by
a de
sign
sp
ecifi
catio
n an
d sc
reen
sh
ots o
f a w
orki
ng sy
stem
. - T
he sy
stem
allo
ws u
ser
inpu
t and
inte
ract
ion
and
prod
uces
scre
en b
ased
or
pape
r ba
sed
outp
ut.
1-3
- Can
dida
tes
des
ign
and
deve
lop
a w
orki
ng sy
stem
whi
ch fu
lly m
eets
the
need
s of t
he u
ser
as sp
ecifi
ed b
y C
CE
A,
mak
ing
use
of a
n ap
prop
riat
e pr
ogra
mm
ing
tool
and
des
ign
met
hodo
logy
. A v
arie
ty o
f dat
a ty
pes
and
feat
ures
ava
ilabl
e w
ithin
the
prog
ram
min
g to
ol h
ave
been
use
d. T
his
is e
vide
nced
by
clea
rly
docu
men
ted
desi
gn sp
ecifi
catio
n pr
oduc
ed u
sing
a
desi
gn m
etho
dolo
gy id
entif
ied
by th
e ca
ndid
ate.
- T
he sy
stem
allo
ws u
ser
inpu
t and
in
tera
ctio
n an
d pr
oduc
es sc
reen
bas
ed
or p
aper
bas
ed o
utpu
t. T
he sy
stem
al
low
s for
the
man
agem
ent o
f rec
ords
th
roug
h da
ta c
aptu
re sc
reen
s. C
alcu
latio
ns a
nd m
anip
ulat
ion
of
diff
eren
t dat
a ty
pes h
as b
een
incl
uded
.
- A fr
ont e
nd m
enu
syst
em h
as b
een
deve
lope
d an
d na
viga
tion
of th
e sy
stem
is
eas
ily a
chie
ved.
Whe
re d
ata
capt
ure
scre
ens h
ave
been
incl
uded
ther
e is
dat
a va
lidat
ion.
4-7
- Can
dida
tes
des
ign
and
deve
lop
an
exte
nsiv
e w
orki
ng sy
stem
whi
ch fu
lly
mee
ts th
e ne
eds o
f the
use
r as
spec
ified
by
CC
EA
, mak
ing
use
of a
n ap
prop
riat
e pr
ogra
mm
ing
tool
and
de
sign
met
hodo
logy
. A w
ide
vari
ety
of
data
type
s and
feat
ures
ava
ilabl
e w
ithin
the
prog
ram
min
g to
ol h
ave
been
use
d. T
he se
lect
ion
of d
ata
type
s an
d fe
atur
es is
hig
hly
appr
opri
ate
for
purp
ose.
Thi
s is e
vide
nced
by
clea
rly
docu
men
ted
desi
gn sp
ecifi
catio
n pr
oduc
ed u
sing
a d
esig
n m
etho
dolo
gy
iden
tifie
d by
the
cand
idat
e.
- The
syst
em a
llow
s use
r fr
iend
ly in
put
and
inte
ract
ion
and
prod
uces
hig
h qu
ality
, rel
evan
t scr
een
base
d or
pap
er
base
d ou
tput
. T
he sy
stem
allo
ws f
or
the
man
agem
ent o
f rec
ords
thro
ugh
data
cap
ture
scre
ens.
Cal
cula
tion
and
man
ipul
atio
n of
a r
ange
of d
ata
type
s ha
s bee
n in
clud
ed.
-A
fron
t end
men
u sy
stem
has
bee
n de
velo
ped
and
navi
gatio
n of
the
syst
em is
eas
ily a
chie
ved.
Whe
re d
ata
capt
ure
scre
ens h
ave
been
incl
uded
th
ere
is d
ata
valid
atio
n.
8-12
- C
andi
date
s d
esig
n an
d de
velo
p an
ex
tens
ive
wor
king
syst
em w
hich
fully
m
eets
the
need
s of t
he u
ser
as
spec
ified
by
CC
EA
, mak
ing
use
of a
n ap
prop
riat
e pr
ogra
mm
ing
tool
and
de
sign
met
hodo
logy
. A w
ide
vari
ety
of d
ata
type
s and
feat
ures
ava
ilabl
e w
ithin
the
prog
ram
min
g to
ol h
ave
been
use
d. T
he se
lect
ion
of d
ata
type
s an
d fe
atur
es is
hig
hly
appr
opri
ate
for
purp
ose.
Thi
s is e
vide
nced
by
clea
rly
docu
men
ted
desi
gn sp
ecifi
catio
n pr
oduc
ed u
sing
a d
esig
n m
etho
dolo
gy
iden
tifie
d by
the
cand
idat
e.
- The
syst
em a
llow
s use
r fr
iend
ly
inpu
t and
inte
ract
ion
and
prod
uces
hi
gh q
ualit
y, r
elev
ant s
cree
n ba
sed
or
pape
r ba
sed
outp
ut. R
epor
ts
gene
rate
d co
ntai
n su
mm
ary
data
. T
he sy
stem
allo
ws f
or th
e m
anag
emen
t of r
ecor
ds th
roug
h da
ta
capt
ure
scre
ens a
nd r
ecor
d m
anag
emen
t inc
lude
s a v
alid
ated
up
date
, whe
re u
pdat
es a
re r
equi
red.
C
alcu
latio
n an
d m
anip
ulat
ion
of a
ra
nge
of d
ata
type
s has
bee
n in
clud
ed.
- A
fron
t end
men
u sy
stem
has
bee
n de
velo
ped
and
navi
gatio
n of
the
syst
em is
con
sist
ent a
nd w
ell d
esig
ned
for
ease
of u
se.
Err
or m
essa
ges a
re
help
ful t
o th
e us
er.
Whe
re d
ata
capt
ure
scre
ens h
ave
been
incl
uded
th
ere
is d
ata
valid
atio
n.
13-1
7
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
15
4
A2
UN
IT 1
4 –
IMPL
EM
EN
TIN
G A
BU
SIN
ESS
SO
LU
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4
A02
- Can
dida
tes
dem
onst
rate
a
basi
c un
ders
tand
ing
of th
e ro
le o
f an
ICT
syst
em in
an
orga
nisa
tion.
Thi
s is
evid
ence
d by
the
exis
tenc
e of
a
user
gui
de a
nd a
tech
nica
l in
stal
latio
n gu
ide.
- E
ach
docu
men
t is c
reat
ed
and
the
desi
gn o
f the
do
cum
ent i
ndic
ates
lim
ited
unde
rsta
ndin
g of
the
role
of
thes
e do
cum
ents
with
in a
n or
gani
satio
n.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed
for
a de
pend
able
syst
em b
y de
velo
ping
a te
st p
lan
whi
ch
test
s the
use
r in
terf
ace.
- C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
the
tool
pr
opos
ed to
solv
e th
e pr
oble
m.
1-3
- Can
dida
tes
dem
onst
rate
a r
easo
nabl
e
unde
rsta
ndin
g of
the
role
of a
n IC
T
syst
em in
an
orga
nisa
tion.
Thi
s is
evid
ence
d by
the
exis
tenc
e of
a u
ser
guid
e an
d a
tech
nica
l ins
talla
tion
guid
e w
hich
incl
udes
rel
evan
t gra
phic
s and
sc
reen
shot
s.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t is l
ogic
ally
or
dere
d an
d its
con
tent
s are
cor
rect
and
ac
cura
te. T
he d
ocum
ents
are
cle
ar a
nd
thei
r de
sign
show
s an
unde
rsta
ndin
g of
th
e ro
le o
f the
se d
ocum
ents
with
in a
n or
gani
satio
n.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
depe
ndab
le sy
stem
by
deve
lopi
ng a
test
pl
an w
hich
test
s use
r in
terf
ace
and
som
e fu
nctio
nalit
y. C
andi
date
dem
onst
rate
s a
wor
king
kno
wle
dge
of th
e to
ol to
be
used
by
pro
vidi
ng a
rea
sone
d ju
stifi
catio
n fo
r its
sele
ctio
n.
- Can
dida
te m
entio
ns c
orre
ctly
the
feat
ures
ass
ocia
ted
with
the
tool
.
4-6
- Can
dida
tes
dem
onst
rate
a g
ood
un
ders
tand
ing
of th
e ro
le o
f an
ICT
sy
stem
in a
n or
gani
satio
n. T
his i
s ev
iden
ced
by th
e ex
iste
nce
of a
co
mpr
ehen
sive
use
r gu
ide
and
tech
nica
l ins
talla
tion
guid
e w
hich
in
clud
es r
elev
ant g
raph
ics a
nd sc
reen
sh
ots a
nd is
org
anis
ed a
ppro
pria
tely
us
ing
sect
ion
head
ings
and
pag
e nu
mbe
ring
.
- Eac
h do
cum
ent i
s cre
ated
and
the
desi
gn o
f the
doc
umen
t is l
ogic
ally
or
dere
d an
d its
con
tent
s are
cor
rect
an
d ac
cura
te. T
he d
ocum
ents
are
cle
ar
and
thei
r de
sign
show
s a g
ood
unde
rsta
ndin
g of
the
role
of t
hese
do
cum
ents
with
in a
n or
gani
satio
n.
Thi
s is e
vide
nced
by
the
accu
racy
, la
yout
and
org
anis
atio
n of
the
docu
men
t.
- Can
dida
te d
emon
stra
tes a
n un
ders
tand
ing
of th
e ne
ed fo
r a
depe
ndab
le sy
stem
by
deve
lopi
ng a
te
st p
lan
whi
ch te
sts u
ser
inte
rfac
e an
d al
l fun
ctio
nalit
y.
- Can
dida
te d
emon
stra
tes a
goo
d w
orki
ng k
now
ledg
e of
the
tool
to b
e us
ed b
y pr
ovid
ing
a cl
ear
and
spec
ific
just
ifica
tion
for
its se
lect
ion.
Thi
s is
evid
ence
d by
the
map
ping
of f
eatu
res
to th
e de
sign
spec
ifica
tion.
7-9
- Can
dida
tes
dem
onst
rate
a h
igh
leve
l und
erst
andi
ng o
f the
rol
e of
an
ICT
syst
em in
an
orga
nisa
tion.
Thi
s is
evi
denc
ed b
y th
e ex
iste
nce
of
com
preh
ensi
ve u
ser
guid
e an
d te
chni
cal i
nsta
llatio
n gu
ide
whi
ch
incl
udes
rel
evan
t gra
phic
s and
scre
en
shot
s and
is o
rgan
ised
app
ropr
iate
ly
usin
g se
ctio
n he
adin
gs a
nd p
age
num
beri
ng.
- E
ach
docu
men
t is c
reat
ed a
nd th
e de
sign
of t
he d
ocum
ent i
s log
ical
ly
orde
red
and
its c
onte
nts a
re c
orre
ct
and
accu
rate
. The
doc
umen
ts a
re
clea
r an
d th
eir
desi
gn sh
ows a
goo
d un
ders
tand
ing
of th
e ro
le o
f the
se
docu
men
ts w
ithin
an
orga
nisa
tion.
T
he d
ocum
ents
con
tain
app
ropr
iate
la
ngua
ge fo
r th
e ta
rget
aud
ienc
e. T
his
is e
vide
nced
by
the
accu
racy
, lay
out
and
orga
nisa
tion
of th
e do
cum
ent.
- C
andi
date
dem
onst
rate
s an
unde
rsta
ndin
g of
the
need
for
a de
pend
able
syst
em b
y de
velo
ping
a
test
pla
n w
hich
thor
ough
ly te
sts u
ser
inte
rfac
e an
d al
l fun
ctio
nalit
y.
- Can
dida
te d
emon
stra
tes a
n ex
celle
nt w
orki
ng k
now
ledg
e of
the
tool
to b
e us
ed b
y pr
ovid
ing
a cl
ear
and
spec
ific
just
ifica
tion
for
its
sele
ctio
n. T
his i
s evi
denc
ed b
y th
e m
appi
ng o
f fea
ture
s to
the
desi
gn
spec
ifica
tion
and
the
need
s of t
he u
ser
in te
rms o
f use
r in
terf
ace.
10-1
2
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
15
5
A2
UN
IT 1
4 –
IMPL
EM
EN
TIN
G A
BU
SIN
ESS
SO
LU
TIO
N
ASS
ESS
ME
NT
EV
IDE
NC
E M
AR
KIN
G B
AN
D (C
ON
TIN
UE
D)
A
sses
smen
t O
bjec
tive
Mar
k B
and
1 M
ark
Ran
ge
Mar
k B
and
2 M
ark
Ran
ge
Mar
k B
and
3 M
ark
Ran
ge
Mar
k B
and
4
A03
- Can
dida
tes
dem
onst
rate
th
at th
e pr
oble
m h
as b
een
solv
ed to
som
e ex
tent
. T
his
is e
vide
nced
by
scre
ensh
ots
of th
e im
plem
enta
tion
of th
e te
st p
lan.
- T
he c
ompl
eted
syst
em
mee
ts so
me
of th
e us
er’s
re
quir
emen
ts in
term
s of
user
inte
rfac
e an
d fu
nctio
nalit
y.
1-3
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pla
n w
hich
sh
ows a
ll us
er in
terf
aces
and
som
e fu
nctio
nalit
y ha
s bee
n te
sted
. - T
he c
ompl
eted
syst
em m
eets
the
user
s re
quir
emen
ts in
term
s of d
ata
capt
ure
and
outp
ut p
rodu
ced.
Thi
s is e
vide
nced
th
orou
gh sc
reen
shot
s and
by
refe
renc
e to
the
desi
gn sp
ecifi
catio
n.
4-6
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n so
lved
in a
n ap
prop
riat
e m
anne
r. T
his i
s ev
iden
ced
by sc
reen
shot
s of t
he
impl
emen
tatio
n of
the
test
pla
n w
hich
sh
ows a
ll us
er in
terf
ace
path
way
s and
al
l fun
ctio
nalit
y.
- The
com
plet
ed sy
stem
mee
ts
defin
itive
ly th
e us
er’s
req
uire
men
ts in
te
rms o
f int
erfa
ce, d
ata
capt
ure
and
outp
ut p
rodu
ced.
Thi
s is e
vide
nced
th
roug
h sc
reen
shot
s and
by
deta
iled
user
req
uire
men
ts a
nd th
e de
sign
sp
ecifi
catio
n.
7-9
- Can
dida
tes
dem
onst
rate
that
the
prob
lem
has
bee
n fu
lly so
lved
. T
his
is e
vide
nced
by
scre
ensh
ots o
f the
im
plem
enta
tion
of th
e te
st p
lan
whi
ch
show
s all
user
inte
rfac
e pa
thw
ays a
nd
all d
ata
capt
ure
bein
g te
sted
in
clud
ing
any
func
tiona
l val
idat
ion.
- T
he c
ompl
eted
syst
em m
eets
de
finiti
vely
the
user
’s r
equi
rem
ents
in
term
s of i
nter
face
, dat
a ca
ptur
e an
d ou
tput
pro
duce
d. T
his i
s ev
iden
ced
thro
ugh
scre
ensh
ots a
nd
by d
etai
led
refe
renc
e de
sign
sp
ecifi
catio
n an
d us
er r
equi
rem
ents
.
10-1
2
AO
4
- Can
dida
te d
escr
ibes
the
solu
tions
but
pla
ces l
imite
d or
no
criti
cal e
valu
atio
n in
to
the
final
rep
ort.
- S
ome
eval
uatio
n of
thei
r ow
n pe
rfor
man
ce h
as b
een
incl
uded
.
1-2
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
the
final
rep
ort.
A r
efle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
re
com
men
datio
ns fo
r im
prov
emen
t has
be
en p
rese
nted
.
- Can
dida
te e
valu
ates
thei
r ow
n pe
rfor
man
ce in
term
s of t
ime
man
agem
ent a
nd so
me
refe
renc
e to
how
th
e us
er’s
req
uire
men
ts w
ere
met
has
be
en in
clud
ed.
3-4
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es e
valu
atio
n of
the
solu
tion
into
th
e fin
al r
epor
t. A
full
and
refle
ctiv
e ev
alua
tion
char
acte
rise
d by
the
incl
usio
n of
how
the
syst
em m
eets
the
full
list o
f use
r re
quir
emen
ts a
s in
itial
ly sp
ecifi
ed a
nd
reco
mm
enda
tions
for
impr
ovem
ent.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t.
5-7
- Can
dida
te d
escr
ibes
the
solu
tion
and
plac
es a
wel
l str
uctu
red
and
thor
ough
ev
alua
tion
of th
e so
lutio
n in
to th
e fin
al r
epor
t. A
full
and
refle
ctiv
e ev
alua
tion
has b
een
incl
uded
ch
arac
teri
sed
by th
e in
clus
ion
of h
ow
the
syst
em m
eets
the
full
list o
f use
r re
quir
emen
ts a
s ini
tially
spec
ified
, a
com
plet
e re
fere
nce
to th
e ef
fect
iven
ess o
f the
use
of t
he d
esig
n m
etho
dolo
gy d
eplo
yed
and
reco
mm
enda
tions
for
impr
ovem
ent
have
bee
n in
clud
ed.
- C
andi
date
eva
luat
es th
eir
own
perf
orm
ance
in te
rms o
f tim
e m
anag
emen
t Can
dida
te
com
mun
icat
es h
ow th
eir
own
perf
orm
ance
cou
ld b
e im
prov
ed.
8-9
CCEA GCE Applied ICT – from September 2006
156
A2 UNIT 14 – IMPLEMENTING A BUSINESS SOLUTION GUIDANCE FOR TEACHERS Delivery Strategies In this unit, candidates will have the opportunity to use design methods, develop a functional software system and go through the stages of testing, documenting and evaluating their solutions. It is essential that candidates fully understand each stage of the development cycle and exactly what is required of them at each point. The specification of user requirements must be carefully explained so that the parameters of the problem are clearly defined. Candidates should have access to user requirement specifications and have experience of their content and how different design approaches can be applied in each case. Each stage of the development process should be carefully planned and targets reviewed. This will enable candidates to appreciate the need for project management and help them understand the consequences of slippage in real development environments. Candidates should be encouraged to discuss their choice of development tool and be able to fully justify the selection. Testing strategies supported by appropriate testing documentation should be discussed fully and candidates must design appropriate testing strategies for approval before implementation. Structured reviews should be scheduled throughout the development process to ensure that candidates are achieving targets and maintaining the delivery schedule. Candidates should have access to appropriate documentation to assist them in the development of quality documentation for their own solutions. Candidates must understand the value of critical appraisal and reflective comment in the development process. Group meetings and reviews will assist this development. Assessment Strategies This unit will be assessed by evaluation of the software solution derived and the supporting documentation produced for the problem under consideration. An important part of the assessment is the evaluative comment produced by the candidate in relation to the software solution. In addition the standard of testing and the quality of the documentation produced are significant factors in the assessment process.
CCEA GCE Applied ICT – from September 2006
157
Guidance on Using Assessment Marking Band In applying the assessment evidence marking bands teachers should endeavour to apply the principle of ‘best fit’. This means giving consideration to bands above and below that description which matches most of the qualities identified in the piece of work. After placing the piece of work within a band, the assessor should make a judgement as to whether the work is towards the higher or the lower segment of the mark range. It is not necessary for all of the qualities listed to be apparent in the work for a candidate to achieve a mark in that range. The assessor should also take into account the candidate’s quality of written communication. Resources • Project resource material demonstrating examples of good practice • Reports • Project Management documentation • Testing Documentation
CCEA GCE Applied ICT – from September 2006
158
Section 5 PERFORMANCE DESCRIPTIONS The performance descriptions for GCE Applied ICT aim to describe learning outcomes and levels of attainment likely to be shown by a representative candidate performing at the A/B and E/U boundaries for the AS and A2. They illustrate the expectations at these boundaries for the AS and A2 as a whole; they have not been written at specification or unit level. Each performance description is aligned to one assessment objective. An alphabetical system has been used to denote each element of a performance description. There is no hierarchy of elements. Performance descriptions are designed to assist examiners in exercising their professional judgement at awarding meetings where the grade A/B and E/U boundaries will be set by examiners using professional judgement. This judgement will reflect the quality of the candidates’ work, informed by the available technical and statistical evidence. Performance descriptions will be reviewed continually and updated where necessary. Teachers may find performance descriptions useful in understanding candidates’ performance across qualifications as a whole but should use the marking criteria identified in the specification when assessing candidates’ work.
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
159
GC
E A
PPL
IED
ICT
PE
RFO
RM
AN
CE
DE
SCR
IPT
ION
S –
AS
T
he p
erfo
rman
ce d
escr
iptio
ns fo
r A
S in
dica
te th
e le
vel o
f att
ainm
ent c
hara
cter
istic
of A
/B a
nd E
/U b
ound
ary
cand
idat
es .
The
y gi
ve a
gen
eral
in
dica
tor
of th
e re
quir
ed le
arni
ng o
utco
mes
. The
des
crip
tions
shou
ld b
e in
terp
rete
d in
rel
atio
n to
the
cont
ent o
utlin
ed in
the
spec
ifica
tion;
they
are
not
de
sign
ed to
def
ine
the
cont
ent.
The
gra
de a
war
ded
will
dep
end
in p
ract
ice
upon
the
exte
nt to
whi
ch th
e ca
ndid
ate
has m
et th
e as
sess
men
t obj
ectiv
es
over
all.
Shor
tcom
ings
in so
me
aspe
cts o
f ass
essm
ent m
ay b
e ba
lanc
ed b
y be
tter
per
form
ance
in o
ther
s. T
he r
equi
rem
ent f
or a
ll A
S an
d A
2 le
vel
spec
ifica
tions
to a
sses
s can
dida
tes
’ qua
lity
of w
ritt
en c
omm
unic
atio
n w
ill b
e m
et th
roug
h al
l fou
r as
sess
men
t obj
ectiv
es.
AS
AO
1 A
O2
AO
3 A
O4
Qua
lity
of w
ritt
en
com
mun
icat
ion
Ass
essm
ent
obje
ctiv
e C
andi
date
s d
emon
stra
te
prac
tical
cap
abili
ty in
ap
plyi
ng IC
T
Can
dida
tes d
emon
stra
te
know
ledg
e an
d un
ders
tand
ing
of IC
T sy
stem
s and
thei
r rol
es
in o
rgan
isat
ions
and
so
ciet
y
Can
dida
tes a
pply
kn
owle
dge
skill
s and
un
ders
tand
ing
to
prod
uce
solu
tions
to IC
T pr
oble
ms
Can
dida
tes e
valu
ate:
•
ICT
solu
tions
•
thei
r ow
n pe
rfor
man
ce
A/B
B
ound
ary
perf
orm
ance
de
scri
ptio
n
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
us
e a
wid
e ra
nge
of
ICT
tool
s and
te
chni
ques
in a
va
riety
of p
ract
ical
ac
tiviti
es
Can
dida
tes
dem
onst
rate
an
und
erst
andi
ng o
f: a.
com
pone
nts a
nd
func
tions
of a
rang
e of
IC
T sy
stem
s b.
how
the
role
of I
CT
help
s a ra
nge
of
orga
nisa
tions
in
diff
eren
t sec
tors
mee
t th
eir o
bjec
tives
c.
the
posi
tive
and
nega
tive
effe
cts o
f IC
T on
soci
ety
and
indi
vidu
als
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
app
ly th
eir k
now
ledg
e an
d sk
ills o
f IC
T to
ols
and
tech
niqu
es to
pr
oduc
e ef
ficie
nt
solu
tions
to a
var
iety
of
pro
blem
s aris
ing
from
fam
iliar
con
text
s
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
ide
ntify
stre
ngth
s and
w
eakn
esse
s in
thei
r in
itial
solu
tion
and
refin
e it
in re
latio
n to
th
e us
er’s
nee
ds
b. r
efle
ct o
n th
eir
expe
rienc
es in
ord
er
to im
prov
e th
eir o
wn
perf
orm
ance
The
cand
idat
e ha
s ex
pres
sed
com
plex
id
eas c
lear
ly a
nd
fluen
tly. S
ente
nces
an
d pa
ragr
aphs
fo
llow
on
from
one
an
othe
r sm
ooth
ly
and
logi
cally
. A
rgum
ents
will
be
cons
iste
ntly
wel
l st
ruct
ured
. The
re
will
be
few
, if a
ny,
erro
rs o
f gra
mm
ar,
punc
tuat
ion
and
spel
ling
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
160
E/U
B
ound
ary
perf
orm
ance
de
scri
ptio
n
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
use
a li
mite
d ra
nge
of IC
T to
ols a
nd
tech
niqu
es in
a
vari
ety
of p
ract
ical
ac
tiviti
es
Can
dida
tes
dem
onst
rate
an
und
erst
andi
ng o
f: a.
com
pone
nts a
nd
func
tions
of g
iven
IC
T sy
stem
s b.
how
the
role
of I
CT
help
s sel
ecte
d or
gani
satio
ns m
eet
thei
r obj
ectiv
es
c. s
ome
of th
e ef
fect
s of
ICT
on so
ciet
y an
d in
divi
dual
s
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
ap
ply
thei
r kn
owle
dge
and
skill
s of I
CT
tool
s and
te
chni
ques
to
prod
uce
wor
king
so
lutio
ns to
pr
oble
ms a
risin
g fr
om fa
mili
ar
cont
exts
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
com
men
t on
the
effe
ctiv
enes
s of t
heir
solu
tions
to p
robl
ems
and
sugg
est
impr
ovem
ents
b.
com
men
t on
thei
r ac
tions
and
rol
e in
so
lvin
g pr
oble
ms
The
cand
idat
e ha
s ex
pres
sed
sim
ple
idea
s cle
arly
, but
m
ay e
xpre
ss
com
plex
and
subt
le
com
plex
in
effe
ctiv
ely.
A
rgum
ents
may
be
obsc
urel
y pr
esen
ted.
Er
rors
in g
ram
mar
, pu
nctu
atio
n an
d sp
ellin
g m
ay b
e pr
esen
t
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
161
GC
E A
PPL
IED
ICT
PE
RFO
RM
AN
CE
DE
SCR
IPT
ION
S –
A2
T
he p
erfo
rman
ce d
escr
iptio
ns fo
r A
2 in
dica
te th
e le
vel o
f att
ainm
ent c
hara
cter
istic
of A
/B a
nd E
/U b
ound
ary
cand
idat
es .
The
y gi
ve a
ge
nera
l ind
icat
or o
f the
req
uire
d le
arni
ng o
utco
mes
. The
des
crip
tions
shou
ld b
e in
terp
rete
d in
rel
atio
n to
the
cont
ent o
utlin
ed in
the
spec
ifica
tion;
they
are
not
des
igne
d to
def
ine
the
cont
ent.
The
gra
de a
war
ded
will
dep
end
in p
ract
ice
upon
the
exte
nt to
whi
ch th
e ca
ndid
ate
has m
et th
e as
sess
men
t obj
ectiv
es o
vera
ll. S
hort
com
ings
in so
me
aspe
cts o
f ass
essm
ent m
ay b
e ba
lanc
ed b
y be
tter
per
form
ance
in o
ther
s. T
he r
equi
rem
ent f
or a
ll A
S an
d A
2 le
vel s
peci
ficat
ions
to a
sses
s can
dida
tes
’ qua
lity
of w
ritt
en c
omm
unic
atio
n w
ill b
e m
et th
roug
h al
l fou
r as
sess
men
t obj
ectiv
es.
A
2 A
O1
AO
2 A
O3
AO
4 Q
ualit
y of
wri
tten
co
mm
unic
atio
n A
sses
smen
t ob
ject
ive
Can
dida
tes
dem
onst
rate
pr
actic
al c
apab
ility
in
appl
ying
ICT
Can
dida
tes
dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
ICT
syst
ems a
nd th
eir r
oles
in
org
anis
atio
ns a
nd
soci
ety
Can
dida
tes
app
ly
know
ledg
e sk
ills a
nd
unde
rsta
ndin
g to
pr
oduc
e so
lutio
ns to
ICT
prob
lem
s
Can
dida
tes
eva
luat
e:
• IC
T so
lutio
ns
• th
eir o
wn
perf
orm
ance
CC
EA G
CE
App
lied
ICT
– fr
om S
epte
mbe
r 200
6
162
A/B
B
ound
ary
perf
orm
ance
de
scri
ptio
ns
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
us
e th
eir
initi
ativ
e to
dev
elop
, enh
ance
an
d ex
tend
thei
r ra
nge
of IC
T sk
ills
and
tech
niqu
es a
s re
quir
ed
Can
dida
tes
de
mon
stra
te:
a. a
deta
iled
know
ledg
e of
form
al a
nd
info
rmal
tool
s and
te
chni
ques
for
deve
lopi
ng a
nd
man
agin
g IC
T
syst
ems
b. b
thor
ough
un
ders
tand
ing
of th
e ef
fect
s of p
ropo
sed
solu
tions
on
end
user
s c.
a
n un
ders
tand
ing
of
the
impl
icat
ions
of
curr
ent r
elev
ant
legi
slat
ion
Can
dida
tes
dem
onst
rate
an
abi
lity
to:
a. a
pply
thei
r kno
wle
dge
and
skill
s of I
CT
tool
s an
d te
chni
ques
to
prod
uce
effe
ctiv
e so
lutio
ns to
com
plex
pr
oble
ms a
risin
g fr
om
unfa
mili
ar c
onte
xts
b.
u
se m
etho
dica
l, an
alyt
ical
and
crit
ical
ap
proa
ches
to
prob
lem
solv
ing
Can
dida
tes
dem
onst
rate
an
abi
lity
to:
a. pr
ovid
e a
criti
cal
anal
ysis
of t
heir
solu
tions
to IC
T pr
oble
ms,
iden
tifyi
ng
stre
ngth
s and
w
eakn
esse
s in
orde
r to
refin
e th
e so
lutio
n ta
king
acc
ount
of u
ser
feed
back
b.
re
flect
on
thei
r ow
n pe
rfor
man
ce b
y id
entif
ying
stre
ngth
s an
d w
eakn
esse
s and
us
e th
is re
view
to
impr
ove
thei
r SK
U
The
cand
idat
e ha
s ex
pres
sed
com
plex
id
eas c
lear
ly a
nd
fluen
tly. S
ente
nces
an
d pa
ragr
aphs
fo
llow
on
from
one
an
othe
r sm
ooth
ly
and
logi
cally
. A
rgum
ents
will
be
cons
iste
ntly
wel
l st
ruct
ured
. The
re
will
be
few
, if a
ny,
erro
rs o
f gra
mm
ar,
punc
tuat
ion
and
spel
ling.
E/U
B
ound
ary
perf
orm
ance
de
scri
ptio
ns
Can
dida
tes
de
mon
stra
te a
n ab
ility
to
: a.
de
velo
p an
d ex
tend
th
eir
rang
e of
ICT
sk
ills a
nd
tech
niqu
es a
s re
quir
ed
Can
dida
tes
de
mon
stra
te:
a. a
kno
wle
dge
of to
ols
and
tech
niqu
es fo
r de
velo
ping
ICT
syst
ems
b. a
reco
gniti
on th
at
thei
r sol
utio
ns w
ill
have
eff
ects
on
end
user
s c.
a kn
owle
dge
of c
urre
nt
rele
vant
legi
slat
ion
Can
dida
tes d
emon
stra
te
an a
bilit
y to
: a.
app
ly th
eir k
now
ledg
e an
d sk
ills o
f IC
T to
ols
and
tech
niqu
es to
so
lve
stra
ight
forw
ard
prob
lem
s aris
ing
from
un
fam
iliar
con
text
s
Can
dida
tes
dem
onst
rate
an
abi
lity
to:
a. c
omm
ent o
n th
e ef
fect
iven
ess o
f the
ir
solu
tion
in r
elat
ion
to u
ser
need
s, su
gges
ting
impr
ovem
ents
b.
com
men
t on
thei
r ac
tions
and
role
in
solv
ing
prob
lem
s and
id
entif
y ar
eas f
or
impr
ovem
ent
The
cand
idat
e ha
s ex
pres
sed
sim
ple
idea
s cle
arly
, but
m
ay e
xpre
ss
com
plex
and
subt
le
conc
epts
in
effe
ctiv
ely.
A
rgum
ents
may
be
obsc
urel
y pr
esen
ted.
Er
rors
in g
ram
mar
, pu
nctu
atio
n an
d sp
ellin
g m
ay b
e pr
esen
t.
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Section 6 GUIDANCE AND SUPPORT MATERIALS Additional materials are under development to support this qualification. The range includes: • schemes of work; • exemplar assessment materials and mark schemes; • guidance materials for teaching and assessing the units; • portfolio consultancy and agreement trials; • guidance document on the uniform mark scale (UMS).
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Section 7 KEY SKILLS Set out on the following pages is information on a range of activities that may be deployed to develop and generate evidence for assessing the Key Skills. APPLICATION OF NUMBER LEVEL 3 UNITS
Evidence must show you can: 1
2
3
4
5
6
7
8
9
10
11
12
13
14
plan how to get and use the information needed to meet the purpose of your activity
obtain the relevant information
N3.1 Plan an activity and get relevant information from relevant sources
choose appropriate methods to get the results you need and justify your choice
carry out calculations to appropriate levels of accuracy, clearly showing your methods
N3.2 Use this information to carry out multi-stage calculations to do with: a amounts or sizes b scales or proportion c handling statistics d using formulae
check methods and results to help ensure that errors are found and corrected
select appropriate methods of presentation and justify your choice
present your findings effectively
N3.3 Interpret the results of your calculations, present your findings and justify your methods
describe what your results tell you and whether they meet your purpose
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COMMUNICATION LEVEL 3
INFORMATION TECHNOLOGY LEVEL 3
UNITS Evidence must show you can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
select and read relevant documents
identify accurately, and compare, the main points, ideas and lines of reasoning
C3.1 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1000 words long
present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose
make clear and relevant contributions in a way that suits your purpose and situation
respond sensitively to others, and develop points and ideas
C3.2a Take part in a group discussion
encourage others to contribute
speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation
structure what you say to progress logically through each stage of the presentation
C3.2b Make a formal presentation of at least eight minutes using an image or other support material
use an image or other material to support or enhance what you are saying
select and use a format and style of writing that is appropriate to your purpose and complexity of the subject matter
organise material coherently to suit the length, complexity and purpose of your document
spell, punctuate and use grammar accurately
make your meaning clear
C3.3 Write two different types of documents, each one giving different information about complex subjects One document must be at least 1000 words long
use at least one image either to obtain information or to convey information in one of the documents you write
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UNITS Evidence must show you
can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
plan how to obtain and use the information required for your tasks
IT3.1 Search for information, using different sources, and multiple search criteria in at least one case
make selections based on judgements of relevance and quality
enter and bring together information using formats that help development
use software features to improve the efficiency of your work
IT3.2 Enter and develop the information and derive new information
annotate/document your work to show that you have understood the processes followed and have taken account of the views of others
develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others
IT3.3 Present the information
present your final output effectively using a format and style that suits your purpose and audience
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IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3 UNITS Evidence must show you
can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
seek information on ways to achieve what you want to do, and identify factors that might affect your plans
use this information to set realistic targets and identify clear action points
LP3.1 Set targets using information from appropriate people and plan how these will be met
plan how you will manage your time, use support, review progress and overcome possible difficulties
manage your time effectively to meet deadlines, revising your plan as necessary
choose ways of learning to improve your performance, working at times independently and adapting approaches to meet new demands
LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance
reflect on your progress, seeking feedback and relevant support to help you meet your targets
provide information on the ways you have used your learning to meet new demands and on factors affecting the quality of your outcome
identify targets you have met and gather evidence of your achievements
LP3.3 Review progress and establish evidence of your achievements
consult appropriate people to agree ways to further improve your performance
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PROBLEM SOLVING LEVEL 3 UNITS Evidence must show you
can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
identify, analyse and accurately describe the problem, and agree with others how you will know it has been solved
select and use a variety of methods to come up with different ways of tackling the problem
PS3.1 Explore a problem and identify different ways of tackling it
compare the main features and risks of each approach, and justify the method you decide to use
plan your chosen way of solving the problem and get the go-ahead from an appropriate person
put your plan into action, effectively using support and feedback from others to help tackle the problem
PS3.2 Plan and implement at least one way of solving the problem
check regularly progress towards solving the problem, revising your approach as necessary
apply systematically methods agreed with an appropriate person, to check if the problem has been solved
describe fully the results and draw conclusions on how successful you were in solving the problem
PS3.3 Check if the problem has been solved and review your approach to problem solving
review your approach to problem solving, including whether other approaches might have proved more effective
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WORKING WITH OTHERS LEVEL 3
UNITS Evidence must show you can: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
agree realistic objectives for working together and what needs to be done to achieve them
share relevant information to help agree roles and responsibilities
WO3.1 Plan work with others
agree suitable working arrangements with those involved
organise and carry out tasks efficiently to meet your responsibilities
seek effective ways to develop co-operation including ways to resolve any conflict
WO3.2 Seek to develop co-operation and check progress towards your agreed objectives
share accurate information on progress, agreeing changes where necessary to achieve objectives
agree the extent to which work with others has been successful and the objectives have been met
identify factors, including your role, in influencing the outcome
WO3.3 Review work with others and agree ways of improving collaborative work in the future
agree ways of improving your work with others in the future, including interpersonal skills
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APPLICATION OF NUMBER LEVEL 3
Evidence must show you can:
Example of units giving opportunities for evidence:
plan how to get and use the information needed to meet the purpose of your activity
Unit 1: How to collect information Unit 5: How spreadsheets can process data to produce information
obtain the relevant information Unit 1: How to collect information
N3.1 Plan an activity and get relevant information from relevant sources
choose appropriate methods to get the results you need and justify your choice
Unit 1: How to present information using different styles. Unit 5: How to produce a solution to a user defined problem.
carry out calculations to appropriate levels of accuracy, clearly showing your methods
Unit 5: How spreadsheets can process data to produce information.
N3.2 Use this information to carry out multi-stage calculations to do with: a amounts or sizes b scales or proportion c handling statistics d using formulae
check methods and results to help ensure that errors are found and corrected
Unit 5: The importance of testing and how to perform acceptance testing.
select appropriate methods of presentation and justify your choice
Unit 1: How to use different styles of writing to suit different purposes. Unit 5: How to produce a solution to a user defined problem.
present your findings effectively Unit 1: How to present information using different styles. Unit 5: How to present user and technical documentation for your solution.
N3.3 Interpret the results of your calculations, present your findings and justify your methods
describe what your results tell you and whether they meet your purpose
Unit 5: How to evaluate a working computer based solution.
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COMMUNICATION LEVEL 3
Evidence must show you can: Example of units giving opportunities for evidence:
select and read relevant documents Unit 1: How to collect information and produce different types of document.
identify accurately, and compare, the main points, ideas and lines of reasoning
Unit 1: How to collect information and produce different types of document.
C3.1 Read and synthesise information from at least two documents about the same subject. Each document must be a minimum of 1000 words long
present your own interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose
Unit 1; How to present information using different styles. Unit 10: How to present multimedia content
make clear and relevant contributions in a way that suits your purpose and situation
Unit 10: How to design a multimedia project.
respond sensitively to others, and develop points and ideas
Unit 10: How to design a multimedia project.
C3.2a Take part in a group discussion
encourage others to contribute Unit 1: How to present information using different styles Unit 10: How to design a multimedia project.
speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation
Unit 1:How to present information using different styles. Unit 3:Why information is necessary to make an organisation work Unit 10: How to present multimedia content.
structure what you say to progress logically through each stage of the presentation
Unit 1; Powerpoint presentation Unit 3: Power point presentation Unit 10: Multimedia presentation
C3.2b Make a formal presentation of at least eight minutes using an image or other support material
use an image or other material to support or enhance what you are saying
Unit 1: Powerpoint presentation Unit 3: Power point presentation Unit 10: Multimedia presentation
select and use a format and style of writing that is appropriate to your purpose and complexity of the subject matter
Unit 1: How to use different styles of writing to suit different purposes. Unit 1: Report Unit 3: Report
organise material coherently to suit the length, complexity and purpose of your document
Unit 1: Presentation/Report Unit 3: Presentation/Report
spell, punctuate and use grammar accurately
Unit 1: Presentation/Report Unit 3: Presentation/Report
make your meaning clear
Unit 1: Presentation/Report Unit 3: Presentation/Report
C3.3 Write two different types of documents, each one giving different information about complex subjects One document must be at least 1000 words long
use at least one image either to obtain information or to convey information in one of the documents you write
Unit 1: Presentation/Report Unit 3: Presentation/Report
INFORMATION TECHNOLOGY LEVEL 3
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Evidence must show you can: Example of units giving opportunities for evidence:
plan how to obtain and use the information required for your tasks
Unit1: Obtain information from appropriate Organisations. Unit 4: Develop plan to outline all information to user. Unit 5: Determine user requirements in terms of inputs outputs and processes. Unit 9: Produce plan for client. Unit 10:Produce design sketches, storyboards and flowcharts
IT3.1 Search for information, using different sources, and multiple search criteria in at least one case
make selections based on judgements of relevance and quality
Unit 5: Provide a document which explains why a spreadsheet is suitable to solve the problem. Unit 14: Provide a document which justifies your choice of tool
enter and bring together information using formats that help development
Unit 5: Screenshots of the application which evidence that the application fulfils the user requirements
use software features to improve the efficiency of your work
Unit 1: How to present information using different styles. Unit 10: How to use standard techniques to produce multimedia content.
IT3.2 Enter and develop the information and derive new information
annotate/document your work to show that you have understood the processes followed and have taken account of the views of others
Unit 1: Presentation/report Unit 10: Present a detailed analysis of the production task. Unit 14: Provide user documentation and technical documentation to support the system.
develop the presentation so it is accurate, clear and presented consistently, taking account of the views of others
Unit 1: Presentation/report Unit 10: Presentation
IT3.3 Present the information
present your final output effectively using a format and style that suits your purpose and audience
Unit 1: Presentation/report Unit 10: Presentation
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IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3
Evidence must show you can: Example of units giving opportunities for evidence:
seek information on ways to achieve what you want to do, and identify factors that might affect your plans
Unit 4: Produce a plan for the client outlining all aspects of the website. Unit 8: Produce a clear statement of user needs. Unit 9: Produce a plan for the client.
use this information to set realistic targets and identify clear action points
Unit 14: Produce a design specification proposing a solution and showing the design development.
LP3.1 Set targets using information from appropriate people and plan how these will be met
plan how you will manage your time, use support, review progress and overcome possible difficulties
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills to their work.
manage your time effectively to meet deadlines, revising your plan as necessary
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills to their work.
choose ways of learning to improve your performance, working at times independently and adapting approaches to meet new demands
Unit 10: How to design a multimedia project. Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.
LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance
reflect on your progress, seeking feedback and relevant support to help you meet your targets
Unit 8: Carryout a critical evaluation of the effectiveness of the solution Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements
provide information on the ways you have used your learning to meet new demands and on factors affecting the quality of your outcome
Unit 8: Carryout a critical evaluation of the effectiveness of the solution
identify targets you have met and gather evidence of your achievements
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills to their work.
LP3.3 Review progress and establish evidence of your achievements
consult appropriate people to agree ways to further improve your performance
Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements
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PROBLEM SOLVING LEVEL 3
Evidence must show you can:
Example of units giving opportunities for evidence:
identify, analyse and accurately describe the problem, and agree with others how you will know it has been solved
Unit 8: How to use effectively the facilities provided by a relational database tool to produce a solution to a user problem Unit 14: How to develop a software system using a recognised programming tool.
select and use a variety of methods to come up with different ways of tackling the problem
Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.
PS3.1 Explore a problem and identify different ways of tackling it
compare the main features and risks of each approach, and justify the method you decide to use
Unit 11: Candidates will be required to research, select, evaluate and use advanced features of software to provide solutions to problems.
plan your chosen way of solving the problem and get the go-ahead from an appropriate person
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills
put your plan into action, effectively using support and feedback from others to help tackle the problem
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills
PS3.2 Plan and implement at least one way of solving the problem
check regularly progress towards solving the problem, revising your approach as necessary
Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements
apply systematically methods agreed with an appropriate person, to check if the problem has been solved
Unit 9: Candidates will be required to determine requirements and to examine possible solutions Unit 11: Which ICT tool to select for operational tasks within a business. Unit 12:How to develop a prototype and use it to refine the product.
describe fully the results and draw conclusions on how successful you were in solving the problem
Unit 9: Evaluate websites. Unit 14: How to evaluate the final system in terms of User requirements
PS3.3 Check if the problem has been solved and review your approach to problem solving
review your approach to problem solving, including whether other approaches might have proved more effective
Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements
WORKING WITH OTHERS LEVEL 3
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Evidence must show you can:
Example of units giving opportunities for evidence:
agree realistic objectives for working together and what needs to be done to achieve them
Unit 10: Candidates will work with others to examine issues, to enhance understanding of possible solutions and to develop multimedia solutions.
share relevant information to help agree roles and responsibilities
Unit 4: Produce a plan for the client outlining all aspects of the website. Unit 8: Produce a clear statement of user needs. Unit 9: Produce a plan for the client.
WO3.1 Plan work with others
agree suitable working arrangements with those involved
Unit 14: Produce a design specification proposing a solution and showing the design development.
organise and carry out tasks efficiently to meet your responsibilities
Unit 8: Candidates will be required to apply project management skills to their work. Unit 9: Candidates will be required to apply project management skills
seek effective ways to develop co-operation including ways to resolve any conflict
Unit 4: Candidates will produce a plan to be developed into an overall development journal which must be updated with each client consultation.
WO3.2 Seek to develop co-operation and check progress towards your agreed objectives
share accurate information on progress, agreeing changes where necessary to achieve objectives
Unit 4: Candidates will produce a plan to be developed into an overall development journal which must be updated with each client consultation.
agree the extent to which work with others has been successful and the objectives have been met
Unit 12: How to evaluate the effectiveness of the solution in terms of the user requirements. Unit 14: How to evaluate the final system in terms of User requirements
identify factors, including your role, in influencing the outcome
Unit 14: Carry out a critical evaluation in terms of user requirements and your own performance.
WO3.3 Review work with others and agree ways of improving collaborative work in the future
agree ways of improving your work with others in the future, including interpersonal skills
Unit 14: Carry out a critical evaluation in terms of user requirements and your own performance.