Cambridge Nationals IT Teachers Resource by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

FT A R D Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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The teaching content of this resource is endorsed by OCR for use with specification Level 1/Level 2 Cambridge National in IT at a glance (J836) All references to assessment, including assessment preparation and practice questions of any format/style are the publisher’s interpretation of the specification and are not endorsed by OCR.

This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION IT: Teacher’s Resource

Introduction About the authors David Atkinson-Beaumont (Student Book and Teacher’s Resource)

David has been a lecturer and department head in further education colleges for nearly 20 years following a career as an IT consultant in the telecoms industry. Specialising in teaching programming for software applications, mobile and video games, David is a passionate advocate of vocational education and is committed to maintaining an up-to-date skill set in an ever-evolving industry. Having contributed to several books and resource packs, David holds a Master’s degree in Information Technology and continues to help people young and old discover the joys of technology. David has written the Student Book chapter and Teacher’s Resources for Unit R070: Using Augmented Reality to present information.

Bernie Fishpool (Teacher’s Resource)

Bernie is a qualified teacher of computing and IT who has worked in both pre- and post-16 settings. She is particularly passionate about vocational education, has worked on a wide range of projects over the years, and has spent time as an Advanced Practitioner for computing and IT, helping new teachers to develop a practical, contextualised approach to the subject when delivered in the classroom. Bernie has written the Teacher’s Resources for Unit R060: Data manipulation using spreadsheets.

Alan Jarvis (Student Book)

Alan worked in the IT industry before spending 20 years teaching IT to degree level in a further education college. Recently Alan has been working on qualifications development and supporting IT apprentices. He has contributed to a number of textbooks and teacher support materials over the years. In his spare time he is a keen cyclist and photographer. Alan has written the Student Book chapter and the audio-visual material for Unit R060: Data manipulation using spreadsheets.

Sarah Matthews (Student Book, Teacher’s Resource and Revision Guide) Sarah is a practising teacher and currently a Head of Faculty in a school in the North-west of England; she has been teaching for 19 years in secondary schools delivering a range of both IT, computer science and business qualifications, both vocational and GCSE. She is passionate about giving every student the knowledge and skills so that they can succeed in their own future. Sarah has written the Student Book chapter and Teacher’s Resources, along with the Revision Guide and Workbook, for Unit R050: IT in the digital world.

Cambridge National in Information Technology Level 1/Level 2 – Atkinson-Beaumont, Matthews, Fishpool © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION IT: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher's Resource, a Student Book and a combined Revision Guide and Workbook. Whilst all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

The Student Book covers all of the units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so they can easily find what they are looking for. Questions and activities will help to apply knowledge and understanding and to develop practical skills. Test Your Knowledge questions can be used to assess progress. Answers for these questions are in the digital version of the Student Book. The Student Book has been endorsed by OCR.

The Revision Guide and Workbook supports unit R050 IT in the digital world, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The revision guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, audio-visual material, activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying student book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. This Teacher's Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the pages that follow.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION IT: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 IT Teacher’s Resource

OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 IT qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, whilst we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files. In this resource you will find:

Delivery plans (editable Microsoft Word) Teaching notes (non-editable PDFs and editable Microsoft Word) Presentations (editable PowerPoint™ slides) Worksheets and worksheet answers (editable Microsoft Word) Audio-visual material (online only, not editable) Digital quizzes (online only, not editable)

     

Using the delivery plans A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units (NEAs)). Lessons are assumed to be 60 minutes long unless otherwise stated. The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION IT: Teacher’s Resource

Using the teaching notes The teaching notes are full of activities and teaching ideas to help you follow the Engage–Teach–Apply– Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations, and audio-visual material. At the end of the notes for each unit, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.  Student-friendly introductions to the unit and/or topic.

Teach  Engaging and stimulating guidance and activities that activate/build on prior learning and introduce new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.

Review

 Assessment-style practice tasks.

 Mid-point and end-of-unit checks on students’ progress and understanding.

 Recap of the topic and/or unit. These are often discussions or quiz-style activities. Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables. For Unit R060, ready-made spreadsheets are included to use with the worksheet activities.

Presentations (PowerPoint™ slides)

For each unit we have provided a presentation that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress. There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth. All of the presentations can be used front of class or shared directly with students and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint™ Notes view. Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION IT: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files). Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example, at the start of the unit or a topic area to highlight prior knowledge or at mid- or end-of-unit review points. The quizzes have a different focus depending on the unit. Mandatory examined unit:

 Quiz 1: A 20-question quiz that focuses on the command words used in the exam. (This is also available for independent use within the Cambridge National Level 1/Level 2 IT Revision Guide and Workbook.)  Quiz 2: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined unit for IT. Mandatory non-examined assessed units:

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

Using the audio-visual material

The 10 video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

R050: Unit overview About this unit In this unit students will learn about how to design and test different concepts for creating an IT-based product or solution. This unit highlights the importance of IT in our lives – how we work and the jobs that people do, and how technology impacts on our homes and social lives. Students will also learn how IT is used in the real world, including our homes, our places of work and when we are out in the world. This is the mandatory, examined unit.  48 GLH

 70 marks

Reference Topic area Design tools

TA2

Human Computer Interface (HCI) in everyday life

TA3

Data and testing

TA4

Cyber-security and legislation

TA5

Digital communications

TA6

Internet of Everything (IoE)

TA1

Essential knowledge for non-specialist teachers

The IT Student Book includes information on all the main topic areas for the unit. We also recommend the following sources of additional information: Internet of Everything

Source

Notes

The Internet of Everything

Free online course about the Internet of Everything from the Open University.

What is cyber-security?

The National Cyber-Security Centre has lots of useful information and guidance about cyber-crime.

Topic

Cyber-security and legislation

Digital communications

OFCOM: What is 5G?

The OFCOM website has useful information about 5G and how it differs from 4G.

Key terms

These words and phrases will be used often during the course of the unit:  device  hardware  software

 network  logical  application

Worksheets 1, 2 and PPT1 will help students to understand these words and phrases, and definitions are included in the IT Student Book glossary.

Opportunities for synoptic learning Synoptic learning is a built-in feature of this unit. Students are able to build a holistic understanding of each topic area and apply them across the areas, but also into both R060 Data manipulation using spreadsheets and R070 Using Augmented Reality to present information. Students will have opportunities to revisit concepts including:  Human Computer Interface (HCI) in everyday life  Internet of Everything (IoE) Cambridge National in Information Technology Level 1/Level 2 – Atkinson-Beaumont, Matthews, Fishpool © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

R050: Teaching notes Introducing the unit Engage PPT1 slide 2 10 mins

 What do you know about digital devices? Ask students to consider the digital world and how it is accessed using the prompts around the image. Each prompt has a link to one of the TAs for the unit:  How is material for these devices designed?  How do I use these devices?  What data might these devices collect?  How can I make sure these devices are secure?  What threats are any of these devices under?  How can I use these devices to communicate?  How can I connect these devices?

Teach

 Creating a digital product Using the image from the webpage as a prompt, ask the students to consider the processes used to create the product. Each provided prompt has a link to the TAs for the unit:  What tools could you use to design the webpage?  How could the user access the webpage?  How could the company test the webpage before it is launched?  What laws does the company need to follow for their webpage?  Who is the intended audience for the webpage?

PPT1 slide 3 10 mins

PPT1 slide 4 10 mins

 Prior knowledge Go through the different topic areas and ask students what they already know about each area. This is a good opportunity to start identifying any misconceptions that exist to support future planning.

10 mins

Apply

 Purpose and main concepts Introduce the unit and the coverage of the content, discussing each of the topic areas. Discuss the key coverage points as covered in the PPT.

Worksheet 1 10 mins

 5 lists in 5 minutes Ask students to spend five minutes listing as many terms as possible relating to each of the headings in the table. Then ask students to compare / share lists.

Worksheet 2 10 mins

 Key term Ask students to complete the task on the worksheet to highlight their confidence with some of the terms used in the unit. This could be done individually or in pairs.

Review

 Gap analysis Draw out what students already know about the digital world and what they need to find out about each of the topic areas in the unit.

PPT1 slide 5 10 mins

 Quick quiz on terminology Do some quick-fire quizzing on the key topics from the unit.

10 mins

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CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

Summing up End of unit review 50 mins

 Next steps Revisit the slide focusing on the different sections of the unit. Ask the students to reflect on each section. For each section the students can make a note of three new things they now know and understand and one thing they feel is their weak area.  Support Students may require some additional structure and guidance to reflect on their learning.

PPT1 slide 4 30 mins

 Market place In order to bring the learning from this unit together, put the class into six groups. Assign each group one of the topic areas from the unit. Each group needs to prepare a display and a relevant handout covering the key learning of the topic areas they have been assigned. Once the students have prepared the material, then the students can move around the room looking at the other displays and gathering the handouts, which they can use as part of their revision. If you have limited space, the groups could present their display at the front of the class, which allows the other students to ask any probing questions.  Challenge If time allows, rather than presenting a summary of a topic areas, the students ask students to deliver a “micro-teach” session of the key points.

Digital quiz

 Use the Digital Quiz along with the other resources in the pack to help ensure the students understand the different concepts covered in the different topic areas, especially where the learning covers unfamiliar concepts such as the Internet of Everything.

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CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

TA1 Design tools Learning intention Before making a product, it needs to be designed. In the digital world there are a vast array of products that could be created, ranging from a simple leaflet or poster, to a mobile app or a computer game. Ensuring the product is well designed means that you can check that you are meeting the needs of the client before spending time creating the product. By the end of the topic area, students should know about the different design tools, including how and when to use each one. Success criteria – students can:  Describe the components of each design tool  Discuss the advantages and disadvantages of each design tool  Create a document using relevant design tools

 Assess the suitability of a design tool to a given context.

Key terms

These words and phrases will be used often during this topic area:

an explanation or comment added to a text or diagram. A document is said to be annotated

flow chart

a logical, step-by-step diagram that shows the different actions in the order in which they happen

mind map

a visual way of organising information, focusing on the relationship between the different elements

navigation

how you move around a website or the internet through the use of links

visualisation diagram

a rough drawing or diagram of what a finished product might look like

wireframe

a plan for what something will look like and how the elements will work together

annotation

Worksheets 3, 4 and PPT2 will help students to understand these words and phrases, and contextual definitions are included in the IT Student Book glossary.

Common misconceptions

How to elicit

How to overcome

A flow chart can have only one end shape.

Through questioning, ask students to explain what is happening during each stage of a given flow chart that shows multiple ends.

Scaffolded tasks asking students to draw or explain a flow chart that has multiple ends.

Thinking a wireframe and a visualisation diagram are the same.

Ask students some probing questions when displaying both types of diagrams such as ‘When presented with a diagram, how can you tell which is a wireframe?’.

Questions related to planning tasks that require a specific diagram. Students should be able to use the correct one.

Thinking there is only one type of mind map.

Through questioning, as students might not be aware of the purpose behind each type. For example, ‘When might you use a tunnel mind map?’.

Questions related to planning tasks that require a specific type of mind map. Students should be able use the correct one.

Misconception

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CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

TA1.1 Types of design tools Engage  Designing a login screen Using the image on the slide as a discussion point, ask the students to consider how the app displayed on the screen could have been designed and the process the designer might have used.

PPT2 slide 2 10 mins

 Key term explanation Add the relevant term, such as ‘Design’ or ‘Flow chart’, to the centre of the box and ask the students to complete each section. Discuss as a class to ensure students are clear on the term and how it applies to the topic.

Worksheet 3 15 mins

 Planning and design tools (1) Ask students to name each component on the slide and explain how it can be used. Extend this retrieval practice by asking students to design a simple flow chart.

PPT2 slide 3 10 mins

Teach  Planning and design tools (1), (2), and (3) Discuss the concept of each design tool in turn: flow charts, mind maps, visualisation diagrams and wireframes. Using the prompts, explore the components and how the tools are used in design. Use the discussion to check students’ understanding and correct any misconceptions.

PPT2 slide 3, 4&5 15 mins

 How do I create it? Using whatever software you have available, demonstrate to the students how to create an example of each of the design tools. This is an opportunity to also discuss suitability of software choices.

15 mins

Apply

 Design tools Using the “pizza” scenario, ask the students to design a range of features using the different design tools. When introducing the scenario, discuss why this is a good opportunity to use a flow chart as the design tool as well as the choice of software to create each one.

20 mins 20 mins 20 mins 20 mins

 Using a flow chart to design an order system.  Using a mind map to redesign promotional material; chance to discuss which type of mind map and why it meets that purpose.  Using a visualisation diagram to design new promotional material; opening to reinforce the key term ‘annotation’.  Using a wireframe to design a website so it is suitable for a different view (mobile phone).

Worksheet 4 4 x 20 mins

 Challenge Students could do this individually, without discussing their plans with peers. Plan out the product prior to creating it on the chosen software.  Support In pairs, have students plan out and discuss the product prior to creating it on the chosen software. This could be done in pairs as a point of discussion before creation.

Mid-point review

 Flowcharts, mind maps, visualisations and wireframes This is an opportunity to recap learning with students so far on the use of design tools. Discuss with students when and how to use the different design tools. There is also opportunity to explore when it might not be a good idea to use one of them.

PPT2 slides 5 and 6 5 mins

 Designing a login screen – recap This is an opportunity to revisit the opening task on the slide and ask the students to reflect again on their answers to the prompts provided. Do their answers change now that they have learnt about the different planning tools?

PPT2 slide 2 5 mins

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R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

CAMBRIDGE NATIONALS

R050: Suggested delivery outline This unit has 48 Guided Learning Hours, with 2 hours set aside for the exam and teacher assessment. This is a suggestion for delivery, covering 46 60-minute lessons. Topic area

Suggested coverage

Unit introduction

All

 Introduce the unit using the overview presentation

PPT1 Video montage 1–2 Digital quiz

TA1

Types of design tools

1.1

 The different design tools  The components of a flow chart and a mind map  When to use a flow chart and a mind map

Student Book p 12 PPT2 slides 2–5 Worksheets 3, 4 Digital quiz question 1

TA1

Types of design tools

1.1

 The components of a visualisation diagram and a wireframe  When to use a visualisation diagram and a wireframe  Choice of design tools in a given situation

Student Book p 17 PPT2 slides 2–6 Worksheets 3, 4

TA2

The purpose, importance and use of HCI in application areas

2.1

 Purpose of HCI; how HCI can be applied in life  The use of HCI in banking/fitness/retail  The use of HCI in entertainment/home appliances/ embedded systems  Advantages and disadvantages of the use of HCI in each area

Student Book p 21 PPT3 slides 2–3 Worksheets 3, 5 Video Montage 1 Digital quiz questions 2, 3

TA2

Hardware considerations

 Different display types and sizes  Impact of display and resources  Advantages and disadvantages of hardware considerations

Student Book p 25 PPT3 slides 2–4 Worksheets 3, 6

TA2

Software considerations

 What is an operating system  Impact of digital platforms covering databases, mobile apps, spreadsheets and websites

Student Book p 26 PPT3 slides 2–4 Worksheets 3, 6

Topic section reference

2.2

2.3

No. of lessons

TA reference

Supporting resources

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R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

Topic area

Suggested coverage

TA2

User interaction methods

2.4

 Range of methods used by users  Advantages and disadvantage of each method

Student Book p 28 PPT3 slides 3, 5 Worksheets 3, 6, 7

TA3

Information and data

3.1

 Definition of data  Converting data into information (formula)  Definition of information

Student Book p 31 PPT4 slide 2 Worksheets 1, 3, 8 Video Montage 2 Digital quiz questions 4, 5

TA3

Data and testing

3.2

       

Student Book p 33–34 PPT4 slide 3 Worksheets 3, 9

TA3

Data collection methods

3.3

 Describe each method of primary and secondary data collections  What the purpose is of each method  Advantages and disadvantages of each method

Student Book p 35 PPT4 slide 4 Worksheets 1, 9 Digital quiz question 6

TA3

Storage of collected data

 Describe the characteristics of both logical and physical methods  Advantages and disadvantages of each method

Student Book p 37 PPT4 slide 5 Worksheets 1, 3, 8, 9

TA3

Application of testing to a range of contexts

Student Book p 41–43 PPT4 slide 6 Worksheets 3, 8, 9

Review of each data type including examples of how they can be used Definition of validation Definition of verification What is the role of validation and verification Review of each validation tool Explanation of how the validation tools can be used to reduce errors Review of the two verification tools Explanation of how the verification tools can be used to reduce errors

Topic section reference

3.4

3.5

    

No. of lessons

TA reference

Explain why testing is needed Advantages and disadvantages of testing Impact of not testing a final product Each type of test data Role of test data

Supporting resources

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS TA reference

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

Topic area

Topic section reference

Suggested coverage

No. of lessons

Supporting resources

 Describe each testing type  Advantages and disadvantages of testing types Threats

4.1

     

Describe a DoS How and why a DoS attack is used and how to prevent an attack Describe each type of hacker How and why each type of hacking is used and how to prevent hacking Describe each type of malware and how and why each is used How and why each type of malware is used and how to prevent an malware  Describe each method of social engineering  How and why social engineering is used and how to prevent it

Student Book p 46 PPT5 slides 2–4 Worksheets 1, 3, 8, 11, 12 Video Montage 3

TA4

The impacts of a cyber-security attack on individuals and/or organisations

4.2

 Describe each impact of a cyber-security attack  Explain how each type of attack has an impact

Student Book p 51 PPT5 slide 5 Worksheets 1, 3, 8, 10, 12 Digital quiz question 7

TA4

Prevention measures

4.3

    

Describe the physical prevention methods Describe the logical prevention methods Describe the different data destruction methods Explain how each method works Describe how each method is used

Student Book p 53 PPT5 slides 6, 7 Worksheets 1, 12 Digital quiz question 8

TA4

Legislation related to the use of IT

 Describe the purpose of each legislation  Describe the implications of each legislation  How can it be used to deal with security issues

Student Book p 57 PPT5 slide 8 Worksheets 3, 8, 12

TA5

Types

 Describe the purpose of each type of digital communication method  Advantages and disadvantages of each type of digital communications

Student Book p 61 PPT6 slides 2, 3 Worksheets 3, 13

TA4

4.4

5.1

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CAMBRIDGE NATIONALS

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

Topic area

Suggested coverage

TA5

Software

5.2

 Characteristics of software to create a digital communication including DTP and standard Office applications

Student Book p 65 PPT6 slides 2, 3 Worksheets 8, 13

TA5

Digital devices

5.3

 Describe the characteristics of different devices

Student Book p 67 PPT6 slides 2, 5 Worksheets 1, 3, 13

TA5

Distribution channels

5.4

   

Student Book p 69 PPT6 slides 2, 6, 7 Worksheets 3, 8, 13, 14, 15

TA5

Demographics

5.5

 Describe the different demographics and their impact on digital communication

Student Book p 75 PPT6 slides 2, 4 Worksheets 1, 8 Digital quiz question 9

TA6

Use of the IoE

6.1

     

Student Book p 78 PPT7 slides 2–5 Worksheets 1, 3, 16 Video Montage 4 Digital quiz question 10

TA6

Application areas in everyday life

Student Book p 82 PPT7 slides 2, 6 Worksheets 3, 8, 17

Characteristics of each type of distribution channel Advantages and disadvantages of each type of distribution channel Characteristics of each connectivity method Advantages and disadvantages of each connectivity method

Definition of the IoE Use of the WWW/internet in the IoE Advantages and disadvantages of the IoE Describe the four pillars and how they interact Describe digital interactivity Tailoring of devices for users

Topic section reference

 Describe purpose of IoE for each area  Advantages and disadvantages of using the IoE with each area  Security with the IoE

6.2

No. of lessons

TA reference

Supporting resources

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R050 IT IN THE DIGITAL WORLD

Worksheet 1: Key terms Write a clear definition of each term.

A Define ‘Software’

Define ‘Hardware’

Define ‘Logical’

Define ‘Internet’

Define ‘Digital’

Define ‘Network’

Define ‘Legislation’

Define ‘Application’

Define ‘Communication’

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UNIT: R050 Unit Overview

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R050 IT IN THE DIGITAL WORLD

Worksheet 2: 5 lists in 5 minutes List as many possible terms under each heading. Terms related to ‘communication’

Terms related to ‘Internet of Everything’

Terms related to ‘data’

Terms related to ‘cyber-security’

Terms related to ‘design tools’

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UNIT: R050 Unit Overview

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R050 IT IN THE DIGITAL WORLD

Worksheet 3: Key term explanation Explore key terms used in this topic: design, flow chart, annotation. Make a copy of the sheet for each term.

Create a question where the keyword is the answer.

Use the keyword correctly in a sentence.

Write a definition of the keyword.

Draw a picture to illustrate the keyword.

What other keywords could you link to this word?

Write sentences to link to three of the other keywords you have identified.

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UNIT: R050 TA 1.1

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R050 IT IN THE DIGITAL WORLD R064 Enterprise & marketing concepts

Worksheet 4: Design tools Pizza perfection A pizza restaurant wants to update its promotional material. It has a two-sided menu that is placed on every table; a tri-fold leaflet that is used to promote its takeaway menu; and a relevant social media presence that allows the company to showcase its dishes and share positive feedback. It doesn’t have a webpage or any form of online ordering for takeaways or making a table reservation. Flow chart Create a flow chart for designing the online system that will allow the user to either place a takeaway order or reserve a table.

The user doesn’t have to create an account – but can if they wish The takeaway can either be collected or delivered; delivery is within a five-mile radius Payment will use most common types of credit card or cash if the order is being collected An email is sent confirming the order or table reservation Tables in the restaurant can be booked for up to six people and no more than a month in advance

Mind map

    

Key requirements:

Create a mind map aimed at redesigning the promotional material so that it has a much more modern feel.

Think about who the intended audience is for the products; how you are going to link the products together; the colour scheme and the logo. Visualisation diagram

Create a visualisation diagram for one of the promotional materials. This could be either:

 the two-sided menu  the tri-fold leaflet  the website.

Ensure that the annotation of visualisation diagram is detailed enough that the reader can create what you want. Wireframe

The pizza restaurant is considering what the website will look like on a mobile phone as the size and layout of the screen are different. Create a wireframe diagram for what it might look like on a mobile phone.

UNIT: R050 TA 1.1

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R050 IT IN THE DIGITAL WORLD

Worksheet 1 answers: Key terms Write a clear definition of each term:

Define ‘Internet’

Electronic tools, systems, devices and resources that generate, store or process data. The data is stored in a series of 1s and 0s.

The physical parts of a digital device that you can touch/hold.

Define ‘Software’

Define ‘Logical’

The instructions (or code) that allow a digital device to run or be used in a productive way.

Where there are only two options – Yes or No and True or False.

The internet is an ever-growing network of devices that are connected using standard protocols.

Define ‘Hardware’

Where more than one digital device is connected to another so that files and resources can be shared.

Define ‘Digital’

Define ‘Network’

Define ‘Legislation’

Define ‘Application’

Define ‘Communication’

Another term for laws. It is something that is put in place by the Government that is expected to be followed.

An application in a software program that enables you to perform a range of useful tasks.

Exchanging of information by speaking, writing or using some other method.

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UNIT: R050 Unit Overview

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Unit overview and review

R050 IT in the digital world

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R 0 5 0 IT in th e d ig ita l wo r l d : U n it o ve r vie w

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What do you know about digital devices? Thinking about what you know... • How is material for these devices designed? • How do I use these devices? • What data might these devices collect?

• How can I make sure these devices are secure?

• What threats are any of these devices under? • How can I use these devices to communicate?

• How can I connect these devices?

Let’s get started

Purpose and main concepts

Review

Creating a digital product

Click through to reveal a series of prompts to support a discussion with students about digital devices.

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R 0 5 0 IT in th e d ig ita l wo r l d : U n it o ve r vie w

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Creating a digital product Thinking about this hotel webpage… • What tools could you use to design a webpage like this one? • How could the user access the webpage?

• How could the company test the webpage before it is launched?

• What laws does the company need to follow for their webpage? • Who is the intended audience for the webpage?

Creating a digital product

Purpose and main concepts

Review

Let’s get started

Click through to reveal a series of prompts to support a discussion with students about creating a digital product.

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R 0 5 0 IT in th e d ig ita l wo r l d : U n it o ve r vie w

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Purpose and main concepts By the end of this unit, you will: Know

about the different design tools and when to use them appropriately. how HCIs are used in different areas and their importance.

Know

the difference between data and information, how data is collected, stored and tested.

Understand

the different cyber threats, their impact and how we can prevent them.

TA2 HCI in everyday life IT in the digital world

Understand

TA6 Internet of Everything (IoE)

TA1 Design tools

Know

the different methods of digital communication and how they are distributed and accessed.

Understand

the concept of IoE and its application and impact on our lives.

Let’s get started

TA3 Data and testing

TA4 Cybersecurity and legislation

Purpose and main concepts

Review

Creating a digital product

TA5

Digital communications

This slide is an overview of the unit and can be used to support student enquiries about what they are learning.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R 0 5 0 IT in th e d ig ita l wo r l d : U n it o ve r vie w

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Gap analysis Topic

What do you know already?

What do you need to find out?

TA1 Design tools TA2 HCI in everyday life

TA4 Cyber-security and legislation TA5 Digital communications TA6 Internet of Everything (IoE) Let’s get started

TA3 Data and testing

Purpose and main concepts

Review

Creating a digital product

This table can be used with students to diagnose what they already know about each of the areas, to aid planning.

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R050 IT in the digital world

TA1: Design tools

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R050 TA1

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Designing a login screen 1

What steps did the designer take?

How do you think this app login screen was designed?

What tools did the designer use to plan it?

Planning & design tools (1)

Planning & design tools (2)

Planning & design tools (3)

Flow charts, mind maps, visualisations & wireframes

Let’s get started Designing a login screen

This slide introduces the concept of planning for a product; the prompts allow students to explore a given product consider how it was planned.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R050 TA1

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Planning & design tools (1) START

• What is happening in this diagram? • What is happening at each stage?

Enter A

• How do you know? • When might you use this as a design tool?

Enter B

• What are the benefits of designing in this way? • What are the drawbacks of designing in this way? • What is this design tool called?

Calculate C = A × B

Print C

END

Planning & design tools (1)

Planning & design tools (2)

Planning & design tools (3)

Flow charts, mind maps, visualisations & wireframes

Let’s get started Designing a login screen

Click through to reveal a series of prompts to support a discussion with students about flow chart.

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R050 TA1

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Planning & design tools (2)

• What are these diagrams called?

• When might you use one as a design tool?

• What is different about each type?

• What are the benefits of designing in this way?

• When might you use each type?

• What are the drawbacks of designing in this way?

Planning & design tools (1)

Planning & design tools (2)

Planning & design tools (3)

Flow charts, mind maps, visualisations & wireframes

Let’s get started Designing a login screen

Click through to reveal a series of images to support a discussion with students about the different types of mind maps.

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R050 TA1

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Planning & design tools (3) 1

When might you use them?

What are these design tools called?

What are the benefits and disadvantages?

Planning & design tools (1)

Planning & design tools (2)

Planning & design tools (3)

Flow charts, mind maps, visualisations & wireframes

Let’s get started Designing a login screen

Click through to reveal a series of images to support a discussion with students about visualisation diagrams and wireframes.

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R050 TA1

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Flow charts, mind maps, visualisations & wireframes 1

Flow charts are visual illustrations which show the order of something taking place steps or order of something. For example, you could have a flow chart which shows you the steps you need to take to create an animation. 3

Visualisation diagrams are a rough drawing or diagram of what a finished product might look like. It helps plan the visual layout of what a product might finally look like.

Planning & design tools (1)

Wireframes are a plan for what something will look like and how the elements will work together.

Planning & design tools (2)

Planning & design tools (3)

Flow charts, mind maps, visualisations & wireframes

Let’s get started Designing a login screen

Mind maps are a way of visually organising information that also show the different relationships between the elements.

This slide summarises the learning for this TA.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.