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GCSE Double Award in Applied ICT Workbook

Price: £75.00
Age Range: KS4, 14-16

The essential lesson-based core of the  online Applied ICT course.

A series of active and participatory introductory lessons to key components of the Double Award in Applied ICT syllabus. Use them as standalone activities, or to introduce and explain basic concepts and information before students tackle the interactive on-line tasks and learning solutions in the Yacapaca environment.

 

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Size: 105pp
ISBN: 1 86025 546 9
Author(s): Patrick Stower, Neil Denby
Code: GDIW
Popularity rank: 211

Contents List

INTRODUCTION

  • 5 COURSE STRUCTURE How this Unit fits into the GCSE Double Award in Applied ICT.
  • 7 YACAPACA AND THIS COURSE How Yacapaca deliversour GCSE Double Award in Applied ICT course.
  • 8-13SUGGESTED SCHEME OF LEARNING A grid giving approximate timings and a suggested order for using this paper resource with the online tasks.

UNIT 1 - TOOLS AND APPLICATIONS

  • 14 KEEPING UP WITH CHANGE Through a practical activity students learn how quickly technology has advanced in the last few years and have an idea of how difficult it can be for some people to cope with such rapid change.
  • 16 GOOD THINGS AND BAD This activity aims to introduce students to the rapid change in technology and a realization that this has brought both problems and drawbacks to various groups of people.
  • 18 BAD STORAGE Students use an exercise in organization to learn some of the rules about using ICT and constructing a directory structure.
  • 20 GI'US A JOB An activity in which students learn about some of the features of word processors. They will also learn that word processors do not do all the work for them.
  • 22 SPELLCHECK FAILURE Students carry out an activity to demonstrate that they cannot always rely on spell checks to check sense, and that they need to read work for themselves.
  • 24 NEWSFLASH A practical exercise in which students learn how different DTP layouts can be used to send different messages for different audiences.
  • 26 DONKEY TROUBLE Successful students will carry out an exercise to learn about how a spreadsheet works and how it can be used as well as how to validate a cell.
  • 28 WHAT ARE YOU? Students learn, by attempting their own classification of groups, what a database is and how it can be used.
  • 30 FIVE MINUTES OF FAME Students plan and construct a presentation. Through this exercise they learn the purpose and features of a computerized presentation.
  • 32 WEB DESIGN Students learn through a design activity what makes a successful web page design and how that design may have to change for certain special interest groups.
  • 34 SEARCHING QUESTIONS Through a game and a challenge, students learn the main principles of internet searching and produce a short guide.
  • 36 HITTING THE TARGET Through an extended activity students show they have learnt that documents need to be well-designed, meet their purpose and be appropriate for the target audience.

UNIT 2 - ICT IN ORGANISATIONS

  • 12 WHAT I NEED TO DO (EDEXCEL) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for this assessment for Edexcel.
  • 14 WHAT I NEED TO DO (AQA) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for this assessment for AQA.
  • 16 WHAT I NEED TO DO (OCR) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for this assessment for OCR.
  • 18 THE WAY WE WERE By looking at how business used to operate, students learn about some of the ways in which modern businesses make use of ICT and why it is so important to business.
  • 20 BUSINESS ORGANISATION Students draw a diagram to demonstrate how ICT is essential in the organisation and working of the functional areas in a business.
  • 22 EFFICIENT AREAS This is a practical exercise in which students learn how ICT makes the four main functional areas of a business work together efficiently.
  • 24 CAN ICT HELP? Successful students will carry out an exercise to learn how ICT helps businesses to carry out vital activities. They describe how particular software and hardware can help them.
  • 26 WHAT DO I USE? Students learn what particular system components are called and how they may be used in an example business.
  • 28 WHAT IS NEEDED? Students learn about the planning that is necessary before thinking about a new system, in particular recognising current problems and resources in an existing business situation.
  • 30 SYSTEM DESIGN Students learn what makes a successful system design by recognising the essential requirements to plan, build and test a system according to user requirements.
  • 32 SYSTEM DETAILS By looking at an existing system students learn to recognise what is happening in a system and how to represent this in a series of sketches.
  • 34 DOCUMENT AND TEST By writing and testing documentation for an existing system students learn that clear and accurate documentation for a system is essential and about the vital role of testing.

UNIT 3 – ICT AND SOCIETY

  • 14 WHAT I NEED TO DO (AQA) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for the examined assessment for AQA.
  • 16 WHAT I NEED TO DO (OCR) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for the portfolio assessment for OCR.
  • 18 WHAT I NEED TO DO (EDEXCEL) Through a discussion and practical activity students familiarise themselves with the tasks that they will need to complete for the portfolio assessment for Edexcel.
  • 20 WHAT IS THE WEB? Through a discussion and practical activity students learn about new technologies. They learn that there is a difference between the Internet and the World Wide Web. They show that they are aware of some of the disadvantages of both.
  • 22 ON THE MOVE Students learn about the personal impact of new technologies. They outline some of the advantages and disadvantages of mobile phone technology and decide whether mobiles are a good or bad thing.
  • 24 B2ME Students look at ICT in business and the economy. They draw up a Code of Practice to show how ICT and other professionals are essential to the efficient running of a modern business using new technology.
  • 26 WORKING STYLES Through a practical exercise, students learn how ICT has changed a number of working styles in offices, with particular reference to how documents are produced.
  • 28 RULES AND REGULATIONS Students learn that new technology requires new laws. They show that they understand why this is the case and what laws and rules are now in use.
  • 30 CYBER CRIME Through a practical exercise to produce a guide and a poster to help new users minimise their risk, students learn about some of the problems of cyber crime and ways to combat it.
  • 32 CYBER FUN Through an exercise in prediction, students will learn about new technology in entertainment, what drives development, and what the future might hold. They will also recognise that cyber games have both good and bad points.
  • 34 CHECK THE FACTS By looking at a ‘mock’ web page, students will learn that not all information on the web can be trusted, and that it is a good idea to check information against certain criteria.
  • 36 SOCIAL GAINS Students will learn that new technology has brought benefits to many parts of the community and its activities.
  • 38 QUALITY OF LIFE Students learn that new technology is helping to make life better for various groups of people with special needs.