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Cambridge IGCSE®
Information and Communication Technology
0417
For examination from 2016
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Contents
Contents ...................................................................................................................................................................................................................................................... 2
Overview ...................................................................................................................................................................................................................................................... 3
Unit 1: Types and components of computer systems ................................................................................................................................................................................. 5
Unit 2: Input and output devices .................................................................................................................................................................................................................. 9
Unit 3: Storage devices and media............................................................................................................................................................................................................ 11
Unit 4: Networks and the effects of using them ......................................................................................................................................................................................... 12
Unit 5: The effects of using IT .................................................................................................................................................................................................................... 16
Unit 6: ICT applications ............................................................................................................................................................................................................................. 18
Unit 7: The systems life cycle .................................................................................................................................................................................................................... 25
Unit 8: Safety and security ......................................................................................................................................................................................................................... 30
Unit 9: Audience ........................................................................................................................................................................................................................................ 34
Unit 10: Communication ............................................................................................................................................................................................................................ 36
Unit 11: File management ......................................................................................................................................................................................................................... 40
Unit 12: Images.......................................................................................................................................................................................................................................... 42
Unit 13: Layout........................................................................................................................................................................................................................................... 44
Unit 14: Styles............................................................................................................................................................................................................................................ 46
Unit 15: Proofing ........................................................................................................................................................................................................................................ 48
Unit 16: Graphs and charts ........................................................................................................................................................................................................................ 50
Unit 17: Document production ................................................................................................................................................................................................................... 52
Unit 18: Data manipulation ........................................................................................................................................................................................................................ 54
Unit 19: Presentations ............................................................................................................................................................................................................................... 58
Unit 20: Data analysis ................................................................................................................................................................................................................................ 60
Unit 21: Website authoring ........................................................................................................................................................................................................................ 65
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 2
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units with suggested teaching
activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to be a guideline, offering advice, tips and ideas. It can never
provide everything a teacher needs but hopefully provides teachers with a basis to plan their lessons. It covers the minimum required for the Cambridge IGCSE
course but also adds enhancement and development ideas on topics. It does not take into account that different schools take different amounts of time to cover the
Cambridge IGCSE course.
Outline
The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource
list.
Opportunities for differentiation are indicated as basic and challenging; there is the potential for differentiation by resource, length, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to
the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 3
Unit 14: Styles
Unit 15: Proofing
Unit 16: Graphs and charts
Unit 17: Document production
Unit 18: Data manipulation
Unit 19: Presentations
Unit 20: Data analysis
Unit 21: Web authoring
Teacher support
Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to
specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities
are posted online.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resource list
The resource list for this syllabus, including textbooks endorsed by Cambridge, can be found at www.cie.org.uk and Teacher Support http://teachers.cie.org.uk.
IGCSE Information and Communication Technology Second Edition Brown, G, Sargent, B and Watson, D (Hodder Education, 2015)
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site’s owners (or their products/services).
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 1: Types and components of computer systems
Recommended prior knowledge
Learners should have basic knowledge of a desktop PC and common peripherals.
Context
Learners should study this unit first as it is a foundation for many other elements of the syllabus.
Outline
This unit highlights the main hardware and software components of a computer system. It also features the main types of computer system and introduces a range
of emerging technologies.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.
Online:
Looking at what is inside a computer:
www.howstuffworks.com/inside-computer.htm
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Syllabus ref Learning objectives Suggested teaching activities
1.1 Hardware Define software as programs for Give learners a list of different tasks and ask them to identify:
and software controlling the operation of a computer or if they would need applications software or system software to complete the task
processing of electronic data what type of application software or system software.
Identify the two types of software – Demonstrate the use of an operating system to crate folders, save work, sort files.
applications software and systems
software Demonstrate different types of application software such as word-processor, database, spreadsheet
and DTP.
Define applications software (e.g. word
processing, spreadsheet, database Textbook:
management systems, control software, IGCSE Information and Communication (Brown, Sargent and Watson)
measuring software, applets and apps,
photo-editing software, video-editing
software, graphics manipulation software)
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Syllabus ref Learning objectives Suggested teaching activities
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Syllabus ref Learning objectives Suggested teaching activities
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
Learners should study this unit toward the start of their learning as input and output devices are relevant to many other areas of the syllabus.
Outline
This unit highlights the main input and output devices and what the main advantages and disadvantages are of using them.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
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Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
Learners should study this unit toward the start of their learning as storage devices are relevant to many other areas of the syllabus.
Outline
This unit highlights the main storage devices and what the main advantages and disadvantages are of using them.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 2 hours.
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 4: Networks and the effects of using them
Recommended prior knowledge
Learners will require basic knowledge of using a desktop computer and the internet
Context
This unit is best studied after Units 1–3, when learners have gained an understanding of computer systems.
Outline
This unit describes the basics of a network including network components, LANs and WANs.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.
course.
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Syllabus ref Learning objectives Suggested teaching activities
4.1 Networks Understand the use of WiFi and Bluetooth Give learners a set of statements about Bluetooth and Wi-Fi and ask them to work out which are true
in networks and which are false. Pairs feed back to the whole group.
describe how computers can use
WiFi to connect to a network Online:
describe how computers can use Comparison of Bluetooth and Wifi:
Bluetooth to connect to a network www.diffen.com/difference/Bluetooth_vs_Wifi
compare and contrast Bluetooth
and WiFi
4.1 Networks Understand how to set up and configure a There is an excellent resource that is a simulation of creating a network (see link opposite). Learners
small network, including: access to the should follow the instructions and are then asked to put to use what they have learned and create a
internet, the use of a browser, the use of network. (This is a freely available simulation.)
email, access to an ISP
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Online:
Free network simulation resource:
www.teach-ict.com/gcse_new/networks/hardware/resources/NWB_SIM.swf
4.1 Networks Understand the characteristics and Give learners a situation is which a business has expanded to have a number of branches and are
purpose of common network now considering setting up an intranet. Split the class into for and against sides and give each group
environments, such as intranets and the time to construct an argument for their given side. Ask learners to debate whether the business
internet should have an intranet installed. You could reward the side you think puts across the most
define what the internet is compelling argument.
define what an intranet is
describe the differences between Ask learners to create a diagram of their own school LAN and how it connects to a WAN.
an intranet and the internet
explain the purpose of an intranet Textbook:
and how that differs from the IGCSE Information and Communication (Brown, Sargent and Watson)
purpose of the internet
describe the uses of an intranet
describe the uses of the internet
define the terms Local Area
Network (LAN), Wireless Local
Area Network (WLAN) and Wide
Area Network (WAN)
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Syllabus ref Learning objectives Suggested teaching activities
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Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 5: The effects of using IT
Recommended prior knowledge
Learners will require basic knowledge of ICT in a workplace.
Context
Learners should have knowledge of a range of devices.
Outline
This unit describes the effects of using ICT in a work place and the effects of ICT in the home.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 5 hours.
5.2 Effects of IT Describe how the use of computers has Ask learners to imagine they want to set up a company and have a choice between having an office
on working led to a number of employees changing or working from home. Ask learners to draw up a table of pros and cons of working from home and
patterns within their working patterns (e.g. part-time how might the pros/cons be different if they were in an office?
organisations working, flexible hours, job sharing,
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Syllabus ref Learning objectives Suggested teaching activities
compressed hours) Encourage learners to make a glossary of terms where they can add definitions and explanation of
key words.
Describe what is meant by part-time
working, flexible hours, job sharing, Textbook:
compressed hours IGCSE Information and Communication (Brown, Sargent and Watson)
5.3 Describe the positive effects Ask learners to name 10 devices in their home that contain a microprocessor.
Microprocessor microprocessors have on aspects of
-controlled lifestyle (e.g. the amount and use of Pick out a few different devices that learners identify and ask them what tasks these devices would
devices in the leisure time, the degree of social be able to perform without the microprocessor.
home interaction, the ability to leave the home)
Textbook:
Describe the negative effects IGCSE Information and Communication (Brown, Sargent and Watson)
microprocessors have on aspects of
lifestyle (e.g. lack of exercise)
5.4 Potential Describe repetitive strain injury (RSI) and Ask learners in pairs (or individually) to create a guide that could be given to staff in an organisation
health what causes it to avoiding health issues when using a computer – this could be a leaflet or by using presentation
problems software. Learners present to the whole class.
related to the Identify other health issues (e.g. back
prolonged use problems, eye problems, headaches) Textbook:
of IT equipment IGCSE Information and Communication (Brown, Sargent and Watson)
Describe some simple strategies for
preventing these problems
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 17
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit should be studied after completing Units 1–5.
Outline
This unit outlines a range of communication methods using ICT, a range of data handling methods and a range of ICT systems.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours.
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Syllabus ref Learning objectives Suggested teaching activities
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Syllabus ref Learning objectives Suggested teaching activities
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Syllabus ref Learning objectives Suggested teaching activities
6.9 Banking Describe the computer processing Ask learners to produce a flowchart to illustrate how an ATM machine works.
applications involved in Electronic Funds Transfer
(EFT) Discuss with learners how banking was done before ATM machines, telephone banking and internet
banking existed.
Describe the computer processing
involved in using automatic teller Discuss issues such as how cash was withdrawn and how bills were paid.
machines (ATM) (e.g. withdrawing
cash, depositing cash or cheques, Textbook:
checking account balance, mini IGCSE Information and Communication (Brown, Sargent and Watson)
statements, mobile/cell phone
recharge/top up, bill paying, money
transfers, ordering paper-based goods)
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Syllabus ref Learning objectives Suggested teaching activities
6.11 Computers Describe the files used in libraries (e.g. Ask learners to identify how many different processes can be performed just through scanning a
in libraries records of books and borrowers) barcode on a book in a library. They should identify process such as it inputs the details of the book,
it can then say that book is now unavailable as it is checked out if another person comes in for it, it
Describe the computer processing can record how many times that book is checked out.
involved in the issue of books, including
the use of direct data entry methods Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Describe the automatic processing
involved in issuing reminders for
overdue books
6.12 Expert Identify a range of applications which Ask learners to use an example of an experts system e.g. WebMD and ask them to identify how it is
systems use expert systems (e.g. mineral giving a diagnosis. Ask them to identify the different elements that allow this to happen.
prospecting, car engine fault diagnosis,
medical diagnosis, chess games) Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Identify the components of an expert
system (e.g. interactive user interface,
inference engine, rules base,
knowledge base)
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Syllabus ref Learning objectives Suggested teaching activities
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 24
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 7: The systems life cycle
Recommended prior knowledge
Learners should have knowledge of a basic ICT system.
Context
This unit can be studied at any point. But it is recommended that it is studied after Units 1–6.
Outline
This unit describes each stage of the systems life cycle.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.
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Syllabus ref Learning objectives Suggested teaching activities
System specification
identify and justify suitable
hardware for the new system
identify and justify suitable software
for the new system
7.2 Design Describe how it is necessary to design Once the analysis has taken place the next stage is to design the key parts of the recommended
documents, files, forms/inputs, system.
reports/outputs and Validation
Ask learners to design a data capture form for signing up to a social networking site. Ask them to
Produce designs to solve a given problem consider a logical layout and validation methods in their design.
Design data capture forms and screen Present the most common methods of validation to the class, with description and examples –
layouts learners should make notes and add these to their glossary of terms.
Testing strategies
describe the need to test each
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Syllabus ref Learning objectives Suggested teaching activities
module
describe the need to test the whole
system
describe testing using normal data
including definition and examples
describe testing using live data
including definition and examples
describe testing using abnormal
data including definition and
examples
describe testing using extreme data
including definition and examples
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Syllabus ref Learning objectives Suggested teaching activities
7.4 Different methods of system Give learners a description of three different systems in organisation that need implementing, with
Implementation implementation some background information about the organisation. Ask learners to choose an appropriate
describe the four methods of method of installation for each and justify their choice.
implementation (direct changeover,
parallel running, pilot running, Learners can discuss the advantages and disadvantages for the four methods of implementation
phased implementation) and when it would be appropriate to use them. Learners make notes of their thoughts and share
them with the rest of the class.
Methods of implementation
identify suitable situations for the Textbook:
use of different methods of system IGCSE Information and Communication (Brown, Sargent and Watson)
implementation (e.g. organisations
or departments within organisations
which need a quick changeover,
organisations or departments within
organisations which cannot afford
to lose data)
describe advantages and
disadvantages of each method of
implementation
7.5 Technical documentation for an information As a system is being developed it is important that the management team and the systems
Documentation system analysts prepare documentation that will support the users and managers of the system. Ask
explain the need for technical learners to identify what they would expect to find in a user manual for a system.
documentation
identify the components of Documentation focuses on the needs of the user. E.g. Tutorials can be used for step-by-
technical documentation (e.g. step help through common tasks (use of screenshots). Learners may look at different types
purpose of the system/program, of technical documentation used.
limitations of the system, program
listing, program language, program Textbook:
flowcharts/algorithms, system IGCSE Information and Communication (Brown, Sargent and Watson)
flowcharts, hardware and software
requirements, file structures, list of
variables, input format, output
format, sample runs/test runs,
validation routines)
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Syllabus ref Learning objectives Suggested teaching activities
documentation
identify the components of user
documentation (e.g. purpose of the
system, limitations of the system,
hardware and software
requirements, how to
load/run/install software, how to
save a file, how to print data, how
to add records, how to delete/edit
records, input format, output
formats, sample runs, error
messages, error handling, trouble-
shooting guide/help line, frequently
asked questions, glossary of terms)
7.6 Evaluation Describe the need to evaluate a solution in Give learners a list of requirements and a solution e.g. a spreadsheet model. Ask learners to
terms of the efficiency of the solution, the evaluate how closely (or not) the model meets the requirements.
ease of use of the solution, and the
appropriateness of the solution Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Describe the need for a variety of
evaluation strategies e.g.
compare the solution with the
original task requirements
identify any limitations and
necessary improvements to the
system
evaluate the users’ responses to
the results of testing the system
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 8: Safety and security
Recommended prior knowledge
Learners should have some basic knowledge about using ICT safely, including the internet.
Context
This unit can be studied at any point.
Outline
This unit describes the health and safety issues that can be encountered when using ICT and the internet.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.
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Syllabus ref Learning objectives Suggested teaching activities
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Syllabus ref Learning objectives Suggested teaching activities
8.3 Security of Effective security of data Ask learners to visit a password checker site e.g. www.passwordmeter.com and see how secure their
data define the term hacking and passwords really are. If they find that they are not that secure, ask learners to consider what they
describe its effects could do to increase the security of their password.
explain what is meant by the term
hacking and the measures that Ask learners to consider the privacy issues involved in biometric data. How do they feel about
must be taken in order to protect biological information being stored about their body for identification purposes? Why are biometrics
data. become so popular? What are the alternatives?
explain what is meant by the
terms user id and password Online:
stating their purpose and how Password checker:
they are used to increase the www.passwordmeter.com/
security of data
explain what is meant by the Textbook:
terms biometric data and why IGCSE Information and Communication (Brown, Sargent and Watson)
biometric data is used
8.3 Security of Security of data online Present learners with the five main security or nuisance issues to consider:
data explain what is meant by the term phishing
digital certificate and its purpose pharming
explain what is meant by the term spamming
Secure Socket Layer (SSL) spyware
describe the features of a web cookies
page that identify it as using a
secure server Show learners a sample phishing email. Ask them to determine why it is a phishing email– Dear
define the terms: phishing, customer (as opposed to your name), spelling/punctuation mistakes, asking you to click on a link to
pharming, smishing, smarming verify your account, links that are not related to the supposed sender, etc.
describe the methods which can
be used to help prevent phishing, Learners create a poster, presentation or leaflet about internet security. Alerting people to the threats
pharming, smishing and and suggesting how to avoid them.
Smarming
describe the potential for the A quiz or true/false activity can summarise and consolidate knowledge and understanding of terms.
malicious use of technology to Learners may provide questions to ask other learners in the class.
collect personal data, including:
phishing, pharming, smishing, Learners should add key terms and make notes to their glossary of terms so that they can refer to
smarming them easily.
describe how it is possible to
recognise when someone is Textbook:
attempting to obtain personal IGCSE Information and Communication (Brown, Sargent and Watson)
data, report the attempt and avoid
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Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 9: Audience
Recommended prior knowledge
Learners should have knowledge of creating basic documents.
Context
This unit can be studied at any point.
Outline
This unit describes how to analyse and meet the needs of a user and the legal implications of creating an ICT system.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
BBC news:
www.bbc.co.uk/news/
9.2 Legal, Explain the need for copyright legislation Ask learners to raise their hand if they believe they have never broken the copyright law. Then tell
moral, ethical and the principles of copyright relating to learners you are certain they have.
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Syllabus ref Learning objectives Suggested teaching activities
and cultural computer software (e.g. software piracy) Ask learners to raise their hand if they have ever borrowed or lent a CD/DVD/Game. Anyone who
appreciation Describe methods that software raises their hand has broken the copyright law.
producers employ to prevent software
copyright being broken Copyright definition: the legal protection given to the creators of text, images, music and software
to prevent their work being used illegally.
Discuss the legal, moral, ethical and
cultural implications of creating an ICT Present the rules of software copyright and discuss as a class or in small groups.
solution
‘Should the internet by policed?’ – Class discussion or learners could produce a table or advantages
Create ICT solutions that are responsive and disadvantages.
to and respectful of the needs of the
audience Ask the learners to list the arguments in favour and against some form of control. This could lead on
to a class debate.
Discuss why the internet is not policed
(although legislation is enforced in some Online:
countries) and the effects of this, including Ethics and ICT:
the existence of inappropriate sites www.teach-ict.com/gcse_new/social_ethical/politics_ethics/miniweb/index.htm
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Online:
Legal and moral issues around ICT systems:
www.bbc.co.uk/schools/gcsebitesize/ict/implications/0moralandsocialissuesrev1.shtml
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
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Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 10: Communication
Recommended prior knowledge
Learners should have experience of basic use of the internet, social networking and email.
Context
This unit needs to be studied after Unit 9 due to copyright references.
Outline
This unit describes what hazards can be encountered when using the internet and email, the fundamentals of the internet, how to stay safe when using the internet
and how to use search engines effectively.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
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Syllabus ref Learning objectives Suggested teaching activities
Explain why spam needs to be prevented Ask learners to research how to avoid getting on a spam list and produce a leaflet for their peers to
help them avoid this too.
Describe the methods which can be used
to help prevent spam In small groups, learners discuss methods to prevent spam.
Explain why email groups are used Spam definition: the use of email systems to send large qualities of unwanted advertisements for
goods and services to multiple addresses at once. Often liked to criminal business methods,
computer viruses and identity theft.
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Online:
Spotify:
www.spotify.com/uk/
Spotify: seven reasons why Google might buy the streaming music service:
www.theguardian.com/technology/2014/jul/24/google-spotify-acquisition-streaming-music
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Syllabus ref Learning objectives Suggested teaching activities
10.2 Effective Fundamentals of the internet Learners may create a glossary of terms where they can write their own definitions and information
use of the define the terms internet and about each term which is listed in the learning objectives column and learners are required to learn.
internet intranet
explain the differences between Learners may use their own school intranet as an example and describe what it can be used for by
the internet, an intranet and the teachers and learners.
World Wide Web (WWW)
explain the concept of storage in Learners list the uses of social networking and describe their own experiences of using it. Issues may
the cloud be discussed.
define and understand the terms:
HyperText Transfer Protocol Learners are given sentences with the percentages blanked out and they try to guess the statistics
(HTTP), HyperText Transfer before they are given to them.
protocol secure variant (HTTPS),
Uniform Resource Locator (URL), 1. 72% of all internet users are now active on social media.
hyperlink, Internet Service
Provider (ISP), File Transfer 2. 18–29 year olds have an 89% usage.
Protocol (FTP)
describe the structure of a web 3. 30–49 year olds have 72% usage.
address
explain what a web browser is 4. 65+ year olds have 43% usage.
used for
explain what a search engine is 5. The top three users of Facebook are USA, Australia and UK.
used for
6. 71% of users access social media from a mobile device.
define the term blog and describe
the use of a blog as a means of
(Facts taken from www.jeffbullas.com/2014/01/17/20-social-media-facts-and-statistics-you-should-
communication
know-in-2014/)
define the term wiki and describe
the use of a wiki as a means of
Textbook:
communication
IGCSE Information and Communication (Brown, Sargent and Watson)
define the term social networking
and describe the use of social Online:
networking websites as a means Social Media statistics:
of communication. e.g.
www.huffingtonpost.com/belle-beth-cooper/10-surprising-social-medi_b_4325088.html
www.mediabistro.com/alltwitter/45-social-media-stats_b49582
http://vimeo.com/89307127
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 38
Syllabus ref Learning objectives Suggested teaching activities
10.2 Effective Advantages and disadvantages of using Ask learners to find answers to 10 unusual questions, using the internet only. Then ask them to
use of the the internet prove that their answers are valid.
internet explain why the internet is so
popular giving reasons such as Learners compile a list of advantages and disadvantages of using the internet.
the amount of information
available and the speed of Textbook:
accessing information IGCSE Information and Communication (Brown, Sargent and Watson)
explain why an internet search to
find relevant information is not
always fast. Online:
explain why it is not always easy The internet:
to find reliable information on the www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/
internet
explain how to evaluate the
reliability of information found on
the internet
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 39
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes structuring files, the different types of files and extensions and when to use them and compression.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 40
Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 41
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes editing images including resizing, cropping, rotating, colour, contrast, brightness and resolution.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 42
Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 43
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 13: Layout
Recommended prior knowledge
Learners should have knowledge of creating basic documents.
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes document layout including inserting content and formatting.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 44
Syllabus ref Learning objectives Suggested teaching activities
13 Layout Use software tools to use headers and Using the document created above, ask learners to:
footers appropriately within a range of set the top and bottom margins to 2.5 cm and the left and right margins to 4 cm
software packages insert a header of ‘The Solar System’, your name and todays date
your name should be left aligned, The Solar System should be centre-aligned and the date
Create headers and footers should be right aligned. The date should set automatically
insert a footer that automatically assigns page numbers.
Align consistently within a document the
contents of the header and footer Textbook:
including: to left margin, right margin and IGCSE Information and Communication (Brown, Sargent and Watson)
centre of the page
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 45
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes the use of a house style and branding.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
Online:
Housestyle manual, e.g.:
www.uel.ac.uk/marketing/publications/documents/Text_Style_Guide.pdf
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 46
Syllabus ref Learning objectives Suggested teaching activities
14 Styles Apply styles to ensure consistency of Ask learners to design a house style for a given organisation. A background description should be
presentation provided of the organisation and learners should provide an evaluation to show how their house style
explain why consistent styles are is appropriate for the company. The house style should cover all aspects of style and formatting
required including font type, font style, point size, font colour.
apply consistent styles using a
variety of application packages Textbook:
ensure that page/slide layout is IGCSE Information and Communication (Brown, Sargent and Watson)
consistent, including: font styles,
text alignment, spacing between
lines, spacing between
paragraphs, spacing before and
after headings
create and apply an appropriate
style, including: font type (serif,
sans-serif), point size, font colour,
alignment, line spacing, style of
bullets, text alignment to the left,
right, centre or fully justified
select an appropriate font style for
a task, taking into account the
audience
use text enhancement, including:
bold, underline, italic, highlight
create and apply paragraph
style(s) with a new style name to
match the corporate house style
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 47
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes checking and proofing documents including the use of spell checkers, validation routines and verification methods.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 48
Syllabus ref Learning objectives Suggested teaching activities
15.2 Proofing Accuracy of data entry Prepare documents containing both spelling errors which the spell-check will locate and errors which
techniques describe the importance of could only be corrected through proofreading, Ask learners to identify all the errors.
accuracy and the potential
consequences of data entry Provide learners with a table of fields that are to be entered into a database. Ask them to identify any
errors appropriate validations that can be assigned to them.
correct errors in data entry,
including: transposed numbers, Textbook:
spelling, consistent character IGCSE Information and Communication (Brown, Sargent and Watson)
spacing, consistent case and
factual errors (following
proofreading by a third party)
check to ensure consistent line
spacing, to remove blank
pages/slides, remove
widows/orphans, ensure that
tables and lists are not split over
columns or pages/slides
15.2 Proofing Verification Discuss with learners the need for verification as well as validation.
techniques define the term verification
describe visual verification (i.e. Example questions given in past and specimen papers for 0417 are available at:
visual comparison of data entered http://teachers.cie.org.uk
with a data source)
describe double data entry (i.e.
entering data twice and the
computer compares the two sets
of data, either by comparing them
after data has been entered or by
comparing them during data
entry)
explain the need for validation as
well as verification
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 49
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes graph and chart creation including different types and when to use them and formatting.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 5 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 50
Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 51
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 17: Document production
Recommended prior knowledge
Learners should have knowledge of creating basic documents.
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes document production including layout and formatting.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 52
Syllabus ref Learning objectives Suggested teaching activities
Companies use on-going security procedures to check customers logging on to the system.
If a customer makes more than the permitted number of attempts to gain access to the system, then
use of that id is suspended.
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 53
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes database creation including data types, tables, fields, queries, reports, relationships, calculated fields and search operators.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 54
Syllabus ref Learning objectives Suggested teaching activities
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 55
Syllabus ref Learning objectives Suggested teaching activities
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 56
Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 57
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes creating presentations including layout, use of a master slide, animations, transitions and embedding media.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 8 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 58
Syllabus ref Learning objectives Suggested teaching activities
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 59
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 20: Data analysis
Recommended prior knowledge
Learners should have basic experience with spreadsheet software.
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes the creating of a data analysis model including layout, formatting, formula, functions, referencing and testing.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 60
Syllabus ref Learning objectives Suggested teaching activities
Set page orientation to landscape and adjust the print to fit on one page.
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 61
Syllabus ref Learning objectives Suggested teaching activities
20.2 Test the Devise suitable test plans and test the Now enter the following data into your spreadsheet:
data model data to demonstrate that the model works C110 GLS
define the terms: testing, test Personal Copier
data, expected outcome, actual 992.98
outcome, normal data, abnormal 606
data, extreme data 500
explain the need to test a model
before it is used C200 GLS
select appropriate test data to Personal Plus Copier
thoroughly test a data model 1,429.89
justify the choice of test data 80
100
calculate the expected outcomes
before testing the model
C300 GLS
test the model, correcting errors
Business Copier
and re-testing, where appropriate
2,470.85
test the model by the use of what 590
it is 500
C310 GLS
Business Copier
2,965.02
34
300
C400 GLS
Professional Copier
4,269.62
49
50
C410 GLS
Professional Copier
5,123.54
91
100
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 62
Syllabus ref Learning objectives Suggested teaching activities
20.3 Use search tools in spreadsheet software Copy the formulae in the columns SELLING PRICE, VALUE and REORDER to apply to all the
Manipulate to select subsets of data products in the list.
data search using a single criterion
and using multiple criteria, where Use the SUM function to total the Sales value of the stock.
appropriate, with a variety of
operators like: AND, OR, NOT, Set the data in the columns COSTPRICE, SELLINGPRICE, and VALUE to two decimal places and
LIKE, >, <, =, >=, <= US dollar currency format.
search, where appropriate, using
wildcards Set the numeric data in the QUANTITY and MINIMUM STOCK columns to integer value.
Sort data using a single criterion and Use formatting features to enhance the spreadsheet.
using multiple criteria into ascending or
descending order, as required Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
20.4 Present Use software tools to adjust the display Textbook:
data features in a spreadsheet IGCSE Information and Communication (Brown, Sargent and Watson)
adjust row height, column width
and cell sizes so that all data,
labels, and formulae are fully
visible
wrap text within cells so that all
data are fully visible
hide and display rows and
columns, where appropriate
use features to enhance a
spreadsheet, including: text
colour, cell colour, bold,
underline, italic and shading to
meet the needs of the audience
format numeric data to display the
number of decimal places, a
variety of different currency
values, percentages as
appropriate
set the spreadsheet to display
formulae and values
set the page orientation to portrait
or landscape as necessary
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 63
Syllabus ref Learning objectives Suggested teaching activities
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 64
Scheme of work – Cambridge IGCSE® Information and Communication Technology (0417)
Unit 21: Website authoring
Recommended prior knowledge
Learners will require knowledge of the internet, webpage content and basic HTML.
Context
This unit can be studied on its own or in conjunction with other practical units.
Outline
This unit describes the fundamentals of website content and creation including, tags, tables, borders, images, links, style sheets and navigation.
Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours.
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 65
Syllabus ref Learning objectives Suggested teaching activities
Textbook:
IGCSE Information and Communication (Brown, Sargent and Watson)
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 66
Syllabus ref Learning objectives Suggested teaching activities
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 67
Syllabus ref Learning objectives Suggested teaching activities
Test a website
create a test plan to test a
website including: web page
elements are visible/ work when
published, navigation within/from
a web page
justify the choice of test plan
Formative assessment Learner progress could be assessed using specimen/past paper examination questions/multiple-
choice test/short case study and questions.
Example questions given in past and specimen papers for 0417 are available at:
http://teachers.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2014
V2 6Y03 Cambridge IGCSE Information and Communication Technology (0417) – from 2016 68