ITQ Flavours - Core Office
Introduction
The ITQ (NVQ of IT users) offers a wide range of study options and levels and can be used to create a unified and progressive way for learners to gain the skills and knowledge required to be able to work within any industry which requires IT based skills. Many organisations, both large and small, require staff to be front and back office workers. In order to meet this type of demand, TLM proposes a series of qualification "flavours", using the points scoring IT Open Systems and Enterprise qualification which is based on the ITQ. These flavours are produced from groupings of ITQ units providing a flexible approach in targeting specific skill sets. The flavours will require the core skills of IT, but offer opportunities for some specialisation in areas of specific interest. The coursework is designed to allow working across subjects to optimise resources in squeezed timetables in schools, but this is not mandatory.
The following is a scheme of work which covers the 3 most common applications used in IT: Word Processing, Spreadsheets and Presentations. These are designed to equip all students with the basic skills and qualifications that any company or FE college will require. Since the ITQ is 100% coursework there are also many opportunities to prepare pupils for the common synoptic grading examination that tests generic underlying knowledge and understanding for the qualification that provides points in the league tables. They can be run along side each other so that an entire cohort can work together, but in different areas of choice for their coursework and even gather the evidence they need in different subject areas, for example designing presentations or template based documents in humanities or design subjects or creating spreadsheets in science. These are only suggested units to meet this possible SOW. There is considerable flexibility so if you don't like the way we have done it here there are alternative methods. Other flavours can be run along side this one for maximum flexibility.
Units Covered
In order to meet the delivery needs of the mandatory and optional units, the following units will be covered.
- Unit 1 - Improving Productivity Using IT (4 Credits)
- Unit 4 - IT Security for Users (2 credits) (1 credit at level 1)
- Unit 5 - Spreadsheet Software (4 credits)
- Unit 7 - Word Processing (4 credits)
- Unit 10 - Presentation Software (4 credits)
Resources
Various supporting resources will follow shortly and either be embedded into this SOW, or placed here. Watch this space!
Comprehensive list of live demos of software with admin and user logins provided. Broken into categories: eCommerce, VLE, Blog etc.
OpenOffice is a free suite of office software. There is also 
Is an integrated suite of tools to do planning tasks and design flow charts.
Delivery Overview
The qualification is designed to be the same size as a single GCSE (120 GLH). The practical approach to coursework and units at Level 1 and Level 2 corresponding to each other and therefore differentiation by outcome, means the qualification can be started at a younger than normal age, even at the beginning of KS3. The suggestion here is for a KS4 cohort. This would mean roughly 70 hours of delivery in Year 10 and 50 in Year 11. Year 11 will need to have time to revise for the mandatory synoptic grading examination. The suggested SOW here assumes this type of structure but you are free to adapt it in any way you want. All that matters is that the candidates can meet the coursework assessment criteria and do well enough for a grade in the grading exam at the end. The example delivery for the coursework is to contribute to an over-arching project. Therefore, all of the individual criteria are grouped in terms of their focus and linked to a project map. This does not mean that skills and knowledge will not need at least some specific teaching, focused testing and similar teaching strategies, it just provides a structure so that learners can see the purpose of what they are doing and therefore be motivated to keep learning. This gives the following sections:
- Introduction - basic criteria looking at what they are working on and why
- Planning - material to look at how they will achieve their objectives and any problems that might occur
- Preparation - getting ready to work on their project proper, understand any material or legal constraints etc.
- Implementation - carrying out their project, gathering data, creating designs etc.
- Evaluation/Reporting - feedback and assessment of how it worked and what they might change, including documentation if required.
Suggested Projects
The following are some possible projects which can be used as a guide for the students.
School Re-Branding
Many schools are now becoming Academies or other types of schools and in many cases this requires a name change and change to the brand. This provides learners with a useful focus for their project. The school is likely to need a range of documents such as letter headed templates for letters to parents; business cards for staff; templates for different letters such as star learners, or students needing assistance. In addition, the school will need help drafting some spreadsheets to keep track of the impact on the school. It would be useful for students to design a spreadsheet for one particular department to order some stocks and supplies for the new year to make a big impact (but not overspend!). Finally, staff will need to promote this new venture to parents and local businesses. Learners can develop a presentation of all the proposed changes to try and convince everyone in the local community how good it will be.
CloudCo Supermarket comes to town
A new and expanding super-market has decided to open a new store in your town and needs some assistance from a local company with their IT needs. It is more cost effective for them to use your company and makes them more accepted in the town. You are to assist them in developing some templates for their business needs. They will need a number of word processing templates for day to day tasks such as special offer letters; letters to local businesses for supplies of fruit and meat etc; and a letter template for hiring staff. In addition, they need a spreadsheet to keep track of the temporary staffs' hours and how much they should be paid. Finally, they need a presentation of all these materials to the office staff so they know exactly how to use them and what advantages this will bring.
Scheme of Work
The following are suggested blocks of study to cover these five elements. Each block is approximately 1 term. Additional detailed guidance for Unit 1 is here.
MOS (Microsoft Office Specialist) links in the criteria column are for centres using Prodigy Learning's material.
Block 1 - Introduction and Analysis
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 1/2 | 1 | 1-1.1 - I can describe the purpose for using IT | This is an introduction to the entire project and a chance for learners to begin to investigate what the "problem" is and how IT can help to solve it. | The focus should be on exploring various aspects of IT and applications in order to begin putting together a proposal for their project. | Learners need to be introduced, or re-introduced to IT applications and be encouraged to explore these in other subject areas. The more applications they can investigate, the more range for their project. They should also investigate cloud based systems to see if these are a good fit for the customer. |
| 3/4 | 4 | 4-1.1 - I can describe the security issues that may threaten system performance | This is an introduction to the importance of security and eSafety in any IT undertaking. It needs to be addressed before starting and re-visited regularly to make sure no problems occur once the project is "live". | What issues need to be considered by the learners in relation to security? What data security or physical security do they need to consider? How do they prevent threats to data or potential threats? How do threats affect system performance? How can these be reduced? | A central requirement throughout the qualification is an understanding of IT security and eSafety issues. These will be embedded throughout the qualification and need to be reinforced regularly. |
| 5 | 4 |
4-1.2 - I can apply a range of security precautions to protect IT systems and data |
The objective for this lesson is more preparatory work. Having identified some of the threats to systems, learners can now begin to explore how they will address these findings and make sure they do not derail their projects. The objective is also to begin investigating their specific areas of focus with an objective to begin planning what they need. | The general focus for all learners here is on discussing some of the ways that the identified threats from the previous lessons can be addressed. This is very much an exploratory lesson to plan for the overall project. | This is a detailed planning unit. For all learners, they need to plan how to prevent threats to their project. |
| 6/7/8 | 4/5/7/10 |
4-1.3 - I can describe the threats to system and information security and integrity 7-1.1 - I can identify what types of information are needed in documents. 10-1.1 - I can identify what types of information are required for the presentation. |
Unit 4 - The objective for all learners is to finalise their understanding of threats and make sure they are clear about how to mitigate them. Unit 5 - The key word here is "identify". learners need to explore the needs of the company they are working for, whether it is the one above or own of the school's construction. Think about the numbers and calculations required. What can be automated to make it work better. Unit 7 - The learners will need to investigate as many document styles as possible and gather examples as reference. What makes a good document and therefore template? What features need to be automated and why? What key features need to be included in any document. Unit 10 - This criterion is about researching and exploring presentations to make sure they can plan effectively for their own needs. Explore as many styles and features and possible and make some notes about what features will be used and what ones will be rejected. The objectives for this series of lessons is to continue to plan and prepare. Learners can gather more information about their particular area of focus and begin to fashion it into a project. |
The focus here is still gathering information about the environment they will be working with for the duration of their project. The hardware and software will create limitations based on resources available. How will this affect what they can do? How skilled are the people already at using the main applications? Looking at the working environment, whether this be an The overall focus is still to prepare the material for planning to make sure that they are working on something achievable and that they understand reasonably well enough what they are required to do, specially in terms of limitations. |
Learners should now have some type of management system in place to begin collecting and documenting their analysis and investigations. This could be something like Google docs so that they can share their material or they can use this Learning Site since the evidence can automatically be tied to the criteria. The remaining lessons for this first block are about consolidating the planning and being able to have a working project idea by the end of the block. Some of the criteria here are repeated as they will take some time to do properly. By now, students should have a good idea of what their project might be. |
| 9 | 7 |
7-1.2 - I can use appropriate techniques to enter text and other information accurately and efficiently. MOS - 1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 4.1, 5.1, 5.2, 5.3 7-2.1 - I can identify the document requirements for structure and style. |
The overall objective for this lesson is to consolidate the features of word processing which will best solve the customer's needs. learners should experiment with as many features as possible and make notes about their suitability. They can use this material for writing user guides t the features later on. Try to introduce and many styles of documents as possible to give a wide range of inspiration and reference material. |
The focus now is to begin developing a detailed plan for the eventual implementation. Learners will need some assistance in determining what they will do and how achievable it is. | From this point forward, the learners can begin to work more independently on their own projects and start focusing on their individual areas of expertise. There is still some overlap and time can still be spent on basic skills in software applications and planning, but learners will be more detail focused. |
| 10 | 5/7/10 |
7-2.1 - I can identify the document requirements for structure and style. 10-3.1 - I can describe how to present slides to meet needs and communicate effectively. |
The objectives here are the same as the previous lesson and learners should be getting closer to a working plan. Unit 10 is about showing an understanding of the why of using presentation software to get a point across. Learners can re-visit this criterion later to see if they were as effective as they had hoped in this planning stage. |
The focus is on consolidating their knowledge gained and to begin creating an environment for themselves to begin the proper preparation for the eventual implementation. |
Take a look at some sample presentations and documents and discuss with the learners what features make them functional or otherwise. Finding bad examples is also very useful in highlighting some key design ideas. Inviting some people to give presentations and getting learners to feed back on these would be beneficial. |
| 11/12/13 | 10 |
10-3.1 - I can describe how to present slides to meet needs and communicate effectively. |
The key objective for this last series of lessons is to make sure that all learners have a plan ready for preparation and that they are clear where they are going. There is also a need to finalise the investigation and understanding of basic laws and guidelines if appropriate, such as using graphics for their material or presentations and adhering to copyright. |
The focus is on completing their planning and to be ready for the preparation of their projects. They should all have a working plan in place and the tools required to support this, such as software and hardware skills and knowledge. |
There are 3 lessons suggested here to give time to work with groups of learners or individuals to get their working projects finalised so they know what they are doing, how and why for the coming months. It is also useful to make sure they have covered enough practical work with the main software applications to have planned effectively. |
Block 2 - Planning and Development
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 14 | 1 |
1-1.2 - I can describe the methods, skills and resources required to complete tasks successfully
|
Unit 1 entails more detailed planning about how the learners will carry out their various tasks, what applications they will use to make this happen (i.e. Word Processing documentation) with some view on how much time and effort they think it might take. Some detail in the form of a table would be clearer to understand. |
The focus here is to refresh the learners about the project they are doing and look at ways to develop the project further, for example with the different IT skills they need to develop and support it. | Learners here will need to spend some time on how to plan and execute projects successfully. Some kind of action plan with timelines will allow them to track their progress and comment on it to achieve more "describe" elements in the assessment of the criteria. A tick box checklist will be useful to organise as they work their way through. |
| 15 | 4 |
4-1.4 - I can keep information secure and manage personal access to information sources securely |
Unit 4 is a deeper look at ways to keep on-line information safe. Learners should investigate aspects of safe information access such as encryption and security policies. |
The overall focus here is an increasingly more detailed look at their project and the resources they will use to build out their final pieces, but with a focus on the security side. They need to at least tell their customers what security measures they will take with private and sensitive information. |
Other than unit 4, which is on-going security investigations, the main background task will be in planning their project proper. |
| 16 | 4 |
4-1.5 - I can describe ways to protect hardware, software and data and minimise risk |
Unit 4 extends the pervious criterion by looking at ways to protect what the learner has identified as at risk. Some overview of the risks and their minimalisation in the form of a table would be clear. | Focus is as above, but with the extension of Unit 4 to devise a table of risks and their prevention or at least minimalisation. |
Some lesson time can be spent with learners working specifically on Unit 4 to explore some security issues in some depth. Perhaps a visit from a local law enforcement officer who specialises in eSafety and security risks. This will also help on some of the examination questions so they will need good notes. |
| 17 | 5 |
5-2.3 - I can use spreadsheet tools and techniques to summarise and display information. |
The objective for this criterion is to have a good working knowledge of formulae and charting to be able to make a good decision about which features to use in their project. |
The planning focus here is to look at some of the key features of spreadsheets, in particular, charts and graphs which will make the information more clear and understandable. They will also need to explore formulae for manipulating data to make clear information. What makes a clear graph? Do different graphs make the same information clearer or less clear? |
Try to introduce as many examples as possible, especially once that are used in real world work situations. The more examples learners see, the more informed their own choices and actions. |
| 18 | 5 | This extends on the previous criterion by modifying the data and output to specific needs. If they can tie it to their customer's needs this would be good. | The focus is continuing to build more detailed notes and ideas about a possible project and looking at some of the resource requirements and potential issues that might slow things down. | This overall SOW is based on a production process of sorts, with an initial analysis, some preparation, then implementation etc, so it should be familiar to the learners. The document should be clear enough to allow the next phase of production without any unforeseen problems. | |
| 19 | 7 |
7-1.3 - I can select and use appropriate templates for different purposes. |
The objective here is for learners to have a clear understanding of the templates whey will be designing and why. They could include some rough sketches and have some of their own collected samples for reference. |
The extra focus here is on the external and internal constraints on their systems and how they work within these. The extent will vary depending on the situation, but they need to show a general knowledge and understanding of what applies and how it affects their work. | As with the spreadsheets and presentations, plenty of discussion of samples will help learners see the possibilities available to them. |
| 20 | 7 |
7-1.4 - I can identify when and how to combine and merge information from other software or other documents. |
Depending on the requirements the learners have identified, they may not need to use a merge or other software, but still need to show that they understand these systems. | The learners are continuing to focus on the external elements of their design, such as the environment it will be used in, what type of systems will access it and any guidelines that might affect the use of the system. | Learners need to explore something like a mail merge to at least understand this process, even if they don't deploy it in their solution, If they are using a cloud based office system, can they embed or combine different applications, perhaps a table into a document or a diagram such as a company hierarchy chart. |
| 21 | 7 |
7-2.2 - I can identify what templates and styles are available and when to use them. |
Since this is the planning stage, this will require learners to have examples of the templates they intend to use, perhaps with some descriptions of how the features will meet their client's needs. |
The focus for this later part of the block is on developing more of a clear understanding of the working environment, the tools, the restrictions and the needs of their clients in order to have a very clear idea of the solution they will soon implement. | Make sure that learners use at least 3 template designs. |
| 22 | 7 | There should be 2 or 3 good examples of text styles and formatting here. It should look semi-professional. | Understanding good design principles when it comes to layout and font choice for documents. All too many schools use Comic Sans, but most companies see this as very inappropriate. | There are clear rules about how to format documents. One unwritten law is not to use more than 2 or 3 font types. What styles will the learners use? If they are designing templates for companies, they will need to stick to a house style which will dictate what they can use. | |
| 23 | 7 |
7-3.1 - I can identify how the document should be formatted to aid meaning. |
If the learner has researched a number of document types and styles, it should be relatively straightforward to explore and identify the main features and why they might have been used, particular in order to aid meaning. |
What format styles help with meaning? What formats make meaning more difficult to understand or appreciate? |
Some class led discussion here on good documents will greatly aid the learner's appreciation of what they should be looking for if they are uncertain. |
| 24 | 10 |
10-1.2 - I can enter text and other information using layouts appropriate to type of information. |
The objective here is to have a recognisable structure to the presentation. It should flow and make sense in the way it flows. The information, either text, graphics or animations should all compliment each other in the story being told. |
Some of the learner's focus here will be on the detailed planning required to now start to make their designs. Others will be carrying out some final investigations into the limitations of their working environment. |
As previously, learners may need some help in formulating a good plan with some detailed structure, including the elements here of analysis, planning, implementation and reporting. Some worked examples if possible will help, though very detailed implementation plans would probably be more L3. |
| 25 | 10 |
10-2.1 - I can identify what slide structure and themes to use. |
This is the final aspect of the presentation planing in making good choices for the structure and look and feel of the slides. What looks good to the learner may not look semi-professional once it is displayed in public. |
The main focus here is on making the systems and elements they design as useful as possible and knowing what tools will help them in their work. | Some discussion of good and bad examples will help here. Is it completely subjective, or can everyone agree on good and bad presentations? If so, either way, why? |
| 26 | 10 |
10-2.2 - I can select, change and use appropriate templates for slides. |
The objective here is to be able to show good appreciation of the designs. if they are not quite right in some aspect, they should be able to change them. | The focus should be on being ready to begin work on making their documents, spreadsheets and presentations. | General support here to get them ready for their implementation. Some work on editing presentations if required. |
Block 3 - Preparation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 27 | 1/5 |
1-1.3 I can plan how to carry out tasks using IT to achieve the required purpose and outcome |
Unit 1 is for all learners to evidence the various IT tools they will use, i.e. word processors to write up reports and spreadsheets for designing. Unit 5 is looking at the learners understanding where their design will be situated. If they are using one of the scenarios at the top of this page, what do the companies need in terms of file types and name extensions? |
The main focus here is on the required preparation with clear plans and examples to work towards, as well as the systems used to support the process. Learners might investigate more cloud based systems such as Google docs. What implications does this have for storage and retrieval of files? |
Some evidence of a plan and layout here would be good. Some learners can even use the TLM Resource site to set timelines and create Gantt charts. Learners may need some assistance looking at best practice in "professional" grade documents and spreadsheets etc. |
| 28 | 1/5 |
Unit 1 is really show a range of basic applications used well to support the entire process. This should be pretty apparent by now. Unit 5 is exploring some more advanced spreadsheet functions such as lookup tables in different sheets. |
Explore making spreadsheets functional, but also attractive and easy to use. Using lookup tables means the working sheet is not cluttered and so more efficient. |
Learners will need some class or group based instruction on advanced spreadsheet functions. |
|
| 29 | 4/5 |
4-1.6 - I can apply guidelines and procedures for the secure use of IT 5-3.2 - I can identify which chart or graph type to use to display information. |
Unit 4 is wrapping up their understanding of Internet safety before they finally commit material to a network to make sure they know what they are doing. Unit 5 - they have previously explored the reason for different graphs to use to display data, the objective here is to make a choice for their designs. |
The focus here is finalising their understanding of what they need, particularly in relation to the client's needs and expectations. Too late to turn back after this as the designs will start soon. |
The IT team could give an overview of the school or college network here to explain how it works and what the storage facilities are for Unit 4. |
| 30 | 4/5 |
4-1.7 - I can describe why it is important to backup data and how to do it securely 5-3.4 - I can select and use appropriate page layout to present and print spreadsheet information. |
Unit 4 is looking at some of the more important strategies for Internet and network use, in this case backups. Unit 5 is looking at the end product of their designs. If there will be a need to print off the graphs and charts, rather than looking at them, does this work. The objective is to test this. |
Depending on the data on the page, different print outs should be explored to see which is the clearest. | The network team could discuss the different types of backup strategies and security procedures, such as types of data back-up device and if this is on-site or not. |
| 31 | 4/7 |
4-1.8 - I can select and use effective backup procedures for systems and data 7-1.5 - I can select and use a range of editing tools to amend document content. |
Unit 4 is the last part of this unit and completes what was introduced the week before by learners evaluating the backup procedures they have looked at. Some basic editing skills of word processing, including the use of short-cut keys is the main objective here. |
Learners will be finishing up Unit 4 and concentrating on their other project units. The focus is on finalising their word processing skills before making their designs proper to make sure they know all of their options and can use them effectively. |
Some assistance may be required for finding information that is understandable, rather than too technical. It may be that these exist on the intranet, so this might be a useful first start. |
| 32 | 7 |
It may well be, using the suggested scenarios above, that a company or school has specific conventions for how and where to store files. This makes them easy to find and retrieve. Where do templates need to be stored so they can be used at a later date? |
Learners will focus on what they need to begin their project and begin practicing with the tools they need to use for ongoing success. |
If possible, it would be good to explore how stores are filed by different organisations. Are there any rules that everyone uses? many public bodies that deal with lots of documents probably have conventions relate to who dealt with it and specific dates and times. Are there any legal constraints? |
|
| 33 | 7 |
7-2.3 - I can create and modify columns, tables and forms to organise information. |
The objective here is to be able to use word processors confidently, even when adding tables or columns. The finished document should be semi-professional and not have overlaps and distortions. If using cloud based processors, care will need to be taken wen formatting, but there are key advantages. |
The focus for some of the learners here is on improving and fine tuning their designs and projects to make them as efficient and effective as possible and to begin to think about what the end user's experience will be like. |
Some work on cross referencing and the need for these checks would be useful here. It would also be good to explore good design practices and maybe do some work with colleagues in other departments, such as DT or art, to look at the aesthetics of using things. |
| 34 | 7 |
7-3.2 - I can select and use appropriate techniques to format characters and paragraphs. |
The objective here is to see that learners know the different uses of characters and paragraph formatting, linked to the clarity of the documents and the nature: formal or informal. |
As above, the learners are continuing to refine their designs and the knowledge that underpins the "why" of their systems. | Some work with colleagues from the English department will underpin the need for good quality English construction and formatting for readability. |
| 35 | 7 |
7-3.3 - I can select and use appropriate page and section layouts to present and print documents. |
Approaching the final stages of the preparation here, before finalising the documents for implementation. make sure the designs are the correct format and layout as requested and will work for printing. |
As above, continuing to refine their understanding and apply this to their designs and practise. |
Some examples, if possible, of badly presented documents and how they create poor impressions will be useful here. |
| 36 | 10 |
The objective here is in the overall composition of the presentations. What objects and elements will help the overall presentation? What would be considered too much? Are there different ways of presenting information in this format that work? Why? Storage and retrieval will be based on the client's set-up and needs to be discussed by learners to show they appreciate this. |
Learners will now be working on their designs and incorporating some of the ideas and practices they have learned over the preceding lessons. | Some class based work on what elements work well in presentations and looking at some limitations such as embedding proprietary elements that will only play in specific environments. | |
| 37 | 10 |
10-2.3 - I can select and use appropriate techniques to edit slides and presentations to meet needs. |
The criterion is a final look at the process of creating material without finalising it. Can they modify the slides to match the needs of their clients? Can they edit them to make changes that the client might have requested after seeing initial draft versions? |
The focus should be on trying to meet someone else's needs. There is always a danger when you are competent with a package to force your desires on someone else. In this case, the client should be advised, but not dictated too. |
Some teaching of different file types will be necessary here, perhaps with some practical work on the implications. How easy is it to move a presentation between various word presentation software for example. |
| 38 | 10 |
10-2.5 - I can identify what presentation effects to use to enhance the presentation. |
In this criterion, as in most things, less is often more. A presentation that is chock full of animations and effects may look clever to the learner, but does it do what it was supposed to do? There is a danger to distract the user away from the message. | Use effects sparingly to get the desired effects, but there is no need to overdo it. | It might be good to work on various presentation techniques that are available and discuss why they work or don't work and compile a list of where they could be used effectively. |
| 39 | 10 |
This is still in the preparation stage so could be considered a first draft of the final version. In most case, as with the other documents and spreadsheets, this might be a good time to get some feedback from the client before embarking on th final version. Even then, there may be several changes required. |
Learners will wrap up their basic knowledge of their projects here and begin implementing and testing their designs, preferably with client feedback. | Some practical exercise of team work and its advantages may help to consolidate the learners's ideas and help them think it through. |
Block 4 - Implementation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 40 | 1 |
1-2.1 - I can review ongoing use of IT tools and techniques and change the approach as needed |
Unit 1 is looking at how best to use the various IT based tools to support their project work and how to modify these or use other applications to get the best results. |
For most of the learners, the focus is on fine tuning their work for the final implementation phase. | Learners may need some guidance on reviewing their work and documenting things as they move along. |
| 41 | 1/5 |
1-2.2 I can describe whether the IT tools selected were appropriate for the tasks and purpose 5-1.2 - I can enter and edit numerical and other data accurately. |
Unit 1 is a describe element so it requires an evaluative approach from the learners. It is not good enough to say a piece of software is "easy" to use. What are the criteria for making this judgement. How much does it cost to keep the software up to date, is it interoperable etc. The students will now be building and testing their spreadsheet designs. Do they work as intended. If they have formulae, do they calculate correctly. Can they input numbers easily. Is it obvious for users to know where the numbers go? |
The overall focus here for all new work is on the suitability of the tools they are using and thinking, and describing, their suitability. | Perhaps some work on how to evaluate. What sort of criteria to use for evaluation and what the scope is in terms of the aspects of evaluation: cost, performance, ease of use, upgrade paths, collaboration etc. |
| 42 | 1/5 |
5-2.1 - I can identify how to summarise and display the required information. |
Unit 1 is looking more widely at the learner's use and application of tool knowledge. How good are they at choosing the right tool for the right job. Are they consistent? Unit 5 is looking in more detail at the charts, graphs and print-outs they looked at using in the planning stage. Did they make a good choice? Are they as functional and workable as they expected? Could they use different ones now they have numbers going in? |
The focus here is on evidence to show a good understanding of the IT application world. | Some external input here would be useful. How do companies use applications to do their work. A range of professions and how they use applications would be good. |
| 43 | 1/5 |
1-3.2 I can describe ways to improve productivity and efficiency 5-3.1 - I can select and use appropriate tools and techniques to format spreadsheet cells, rows and columns. |
Unit 1 is detailing what they discovered in looking at the good use of IT tools and documenting their ideas and views. Unit 5 is using some fine tuning of the spreadsheet design to make sure it looks and works effectively and efficiently. It needs to be tried on different screen resolutions too as people may not be using it on the same computer screen that you are designing it on. |
The new focus is diving deeper into what it is they are doing and why. What works well and what can be improved further. | Some class based discussion on efficiency and open standards may help to illustrate the importance of efficiency and how best to achieve it, but also the hurdles that prevent it , such as closed programs and files. This will help with the examination with question on open standards. |
| 44 | 1/5 |
1-3.3 I can develop solutions to improve my own productivity using IT |
Unit 1 should show learners gaining in experience and confidence in using IT tools. Getting feedback and acting on this to improve or modify their work. Unit 5 is the final touches of the working design: spell-checking; calculations; format; printing; layouts etc. |
As above, the focus continues to be refinement and polish of their project designs. | Some discussion on good quality designs to see what the consensus on clarity and ease of navigation means. Do they all agree on the same material? is there some common ground? If so, what makes it suitable for the widest audience. |
| 45 | 1/7 |
1-3.4 I can test solutions to check that they work as intended 7-1.6 - I can combine or merge information within a document from a range of sources. |
Unit 1 is exploring best working practices, in this case making sure that things work as you develop them, rather than going back and checking when it is probably too late. In many cases, there is a need to import information from other sources, such as wen pages, other styles of text documents or pdf files. In all these cases, the text will carry it's own style and format and will usually make a mess of an existing document. How to deal with this? |
The focus continues to get better quality designs and to work towards their projects meeting the needs of their intended audience. |
Some overview of testing procedures can be introduced and discussed here. Some form of checklist idea so that they have a guide to use for their own work. Students, as per the criterion guidance, should be given the chance to import several different types of information and see their effect and work out the best way to minimise problems caused by this process. |
| 46 | 7 |
7-3.5 - I can check documents meet needs, using IT tools and making corrections as necessary. |
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The focus should be on quality control. make sure the documents are what was asked for by the client and meets their expectations. Document the process and check off the objectives one by one. |
Some help may need to be given on what quality to look for and possible ways of managing the quality control process. |
| 47 | 10 |
10-1.3 - I can insert charts and tables into presentation slides. |
Some of these charts and graphs may come from the spreadsheet output. Is there a way to automate this process? What do charts and graphs add to your presentation? Are they fit for purpose? Some of the skills learned earlier on spreadsheet graphs can be re-deployed here. |
The focus for the remaining criteria is completing the presentation as well as other features of the documents and spreadsheets. |
Some group work on good presentation layout techniques and the value of charts here would be useful. |
| 48 | 10 |
10-1.4 - I can insert images, video or sound to enhance the presentation. |
Each of these elements will require a slightly different way of being embedded and managed and as with all multi-media, it will need to be checked in different environments to make sure it works as intended. |
The focus here is on incorporating media elements to make the presentations more engaging. |
Some work as a class to investigate and try these features and look at any limitations. If the media are proprietary, is this efficient? It will exclude people that do not have the technology. Can open or cloud based tools be used? |
| 49 | 10 |
10-1.5 - I can identify any constraints which may affect the presentation. |
The objective here is to appreciate some of the possible problems or localised limitations. many of these will relate to the fact that software is likely to be proprietary and therefore needs the same software to run it. There are also aspects of embedded files needing specific software to run them. There are also less obvious constraints such as lighting in presentations venues, bad acoustics etc. learners need to show an awareness of these. |
The focus here is on making sure that, within reason, their presentations are perfect. |
Some work will need to be done outside of the usual IT constraints and looking more at constraints related to presentations. It may be useful to work with the drama or media department to look at these limitations and how they can be overcome. You can also explore some of the hardware and software problems that might arise. |
| 50 | 10 |
10-2.4 - I can select and use appropriate techniques to format slides and presentations. |
The objective here will be met if the finished presentation is adjudged to be semi-professional. If everything else above has been done correctly, there should be not reason why not. | The focus here should be on looking at the look and feel of the presentation to make sure it is what was expected. | It would be useful to get some independent feedback for the presentations. If the learners can't have an actual client, then perhaps a local business person or councilor (school governor) to look at the presentations. |
| 51 | 10 |
10-2.6 - I can select and use animation and transition effects appropriately to enhance slide sequences. |
As above, if the animations and effects enhance the presentation, but don't go over the top, then this criterion will be met. |
The focus will be on checking and re-checking the presentation to make sure that the animations and effects do their intended job. |
As above. |
| 52 | 10 |
10-3.3 - I can check presentation meets needs, using IT tools and making corrections as necessary. |
One last check before the presentation is "signed off" by the client. if anything comes up in the last few checks, it needs to be corrected and some note made as to why. | It may be that there was some minor issues found but time is no longer available. if this is the case, some note needs to be made for future attempts or for other people using the presentation. | As above. |
Block 5 - Reporting and Evaluation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 53 | 1/5 |
1-1.4 - I can describe factors that might affect the task 5-3.6 - I can describe how to find errors in spreadsheet formulas. |
Unit 1 is evaluating some of the elements that did not work quite as planned. Some description of why and how it could be fixed in future iterations. In the planning and implementation of their spreadsheet designs it is likely that learners came across various errors and corrected them. This criterion is a chance to reflect on these and say how and why they fixed them. |
The focus is on some level of describing and evaluating what the students did on their various tasks. Some of these will have already been noted earlier, and this is a chance to compile them into something understandable and repeatable. | In working on IT tasks, a key thing is for other people to be able to see what you have done and be able to do the same tasks. Some level of evaluation and overview of the key "gotchas" would be useful to discuss and enhance. Some evaluation template could be collaboratively designed. Are there similar problems that occur across different IT areas? |
| 54 | 1/5 |
5-3.6 - I can describe how to find errors in spreadsheet formulas. |
Looking back at the original design brief and expectations. How close did they get to their design goal? | As above, this is focusing on evaluating the task overall. Did it work to what was required? If yes, how well, or what might be improved. If it didn't work, what can be done next time to make sure it does. | There is no perfect IT projects and because of the complexity of IT, there are always ways to improve things. Have some discussions about what worked. if possible, ask local IT consultants to come in and give some examples of projects that went wrong and how they fixed them. |
| 55/56 | 1/5 |
1-2.3 - I can assess the strengths and weaknesses in my final work 5-3.7 - I can respond appropriately to any problems with spreadsheets. |
A more in depth look at specific details of their work and assessing how well they were performed and also on how well and in what ways problems were addressed. Unit 5 will have been covered somewhat in the planning and implementation stage, but some evidence will be needed here of what was done and why.
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The focus is on documenting how problems were solved. | What would be considered a strength and what would be a weakness? Discuss the different applications as they will have similar and different approaches to this. |
| 57 | 1/5 |
1-2.4 - I can describe ways to make further improvements to my work 5-3.7 - I can respond appropriately to any problems with spreadsheets. |
A detailed description of how they intend to make their work even better, with some specific examples. A description must be a paragraph at least and show a good understanding. | The focus is on looking at the project as a whole and if it could be improved even further. Could they have used different applications? maybe cloud based. What would the strengths and weaknesses be to this. Could they make presentations with video rather than presentation software etc. | There is a chance to reflect here and introduce higher level skills. There could be a focus on looking at other solutions and maybe discussing careers in IT and moving on to level 3 in the subject and making their own designs. |
| 58 | 1/7 |
1-2.5 - I can review outcomes to make sure they match requirements and are fit for purpose |
Did the overall project meet the expectations and outcomes determined in the beginning? The documents needed to be a semiprofessional quality. Were they? What would be your measure. What would make the documents be even better? |
The focus here is to look at the overall results and make sure they match what was set out in the panning stage back at the beginning of this process. Is there any feedback from clients that they are happy that their needs have been met? | With both of these, some discussion on what it means to really look at your work and critique it constructively. It is no good just saying, "it was rubbish, it didn't work". needs to be clear. It took 5 minutes to load, but should have taken 1 minute etc. Use SMART targets for evaluation. |
| 59/60 | 7/10 |
7-3.6 - I can respond appropriately to quality problems with documents so that outcomes meet needs. |
Both of these criteria are looking for the same evidence: the learner came across some kind of problems, either on their own, or from feedback by staff or clients, and they fixed it to make it better. | The focus is on the final evaluation and report of their project as a whole. What did they do really well, what could they have improved. What did they learn from the process. | There are a couple of lessons here to really look at evaluation in some detail. Why is it important, what needs to be done and how. Nothing is eve perfect and there is always space to make things better. |
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Revision for Examination |
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