Here you will find the definitions for all the key terms, real life situations related to each and every specified scenario, student copy and a teacher copy to be displayed on the overhead projector. Short questions on each specific sub area and exam type questions, all to help students gain a real life understanding on each area of impact.

Here you will find the definitions for all the key terms, real life situations related to each and every specified scenario, student copy and a teacher copy to be displayed on the overhead projector. Short questions on each specific sub area and exam type questions, all to help students gain a real life understanding on each area of impact.

Here you will find the definitions for all the key terms, real life situations related to each and every specified scenario, student copy and a teacher copy to be displayed on the overhead projector. Short questions on each specific sub area and exam type questions, all to help students gain a real life understanding on each area of impact.

Here you will find PowerPoints, worksheets, activities, internet research questions related to the Cambridge recommended text book Cambridge IGCSE in ICT by Paul Clowrey and Colin Stobart, with questions and other supporting materials to help you teach the unit. Each unit is labelled with the same sub sections as in the syllabus and text book for teaching the IGCSE in ICT, as to make it easy to use as possible.

Here you will find PowerPoints, worksheets, activities, internet research questions related to the Cambridge recommended text book Cambridge IGCSE in ICT by Paul Clowrey and Colin Stobart, with questions and other supporting materials to help you teach the unit. Each unit is labelled with the same sub sections as in the syllabus and text book for teaching the IGCSE in ICT, as to make it easy to use as possible.

Here you will find PowerPoints, worksheets, activities, internet research questions related to the Cambridge recommended text book Cambridge IGCSE in ICT by Paul Clowrey and Colin Stobart, with questions and other supporting materials to help you teach the unit. Each unit is labelled with the same sub sections as in the syllabus and text book for teaching the IGCSE in ICT, as to make it easy to use as possible.

Here you will find the definitions for all the key terms, real life situations related to each and every specified scenario, student copy and a teacher copy to be displayed on the overhead projector. Short questions on each specific sub area and exam type questions, all to help students gain a real life understanding on each area of impact.

Here you will find PowerPoint’s, worksheet and activities for teaching the GCSE in ICT.

Here you will find PowerPoints, worksheets, activities, internet research questions related to the Cambridge recommended text book Cambridge IGCSE in ICT by Paul Clowrey and Colin Stobart, with questions and other supporting materials to help you teach the unit. Each unit is labelled with the same sub sections as in the syllabus and text book for teaching the IGCSE in ICT, as to make it easy to use as possible.

In this unit students will investigate the large-scale use of data by commercial organisations. The use of ICT in the retail industry and how this data can be used. Students will investigate the use of bar codes and loyalty cards and there affect on today’s society. The social implications of Digital Rights Management on films and music businesses and how this affects the end user. Also in this unit students will investigate the ways in which other organisations collect data, the Data Protection Act and other acts that affect us and the different ways data can be protected from misuse or damage.

Here you will find PowerPoint's, worksheet and activities for teaching the GCSE in ICT.

In this unit students will use the internet to gather information on a topic, collate it and present it from a particular viewpoint. Students will look at and identify key terms when searching for relevant information. Students will be given a stance to take and select information that is biased or non-biased. This will require students to consider the usefulness, provenance, reliability, status, and bias of the information that they collect and use. An audience will be used to evaluate how successfully students have presented their arguments to support your stance. The reliability of websites and the information that they show will be looked at.

In this unit students will use a variety of search mechanisms to explore the potential of ICT-based information sources. They will research different topics and prepare a presentation for a specific audience. They will use different websites and CD-ROMs as their main sources of information. Students will explore a range of types of information, such as statistics, legislation and advertising campaigns, and make judgements about the purpose of the information and the viewpoint of the organisation that produced it. Students will be given a framework for their research. They aim will be to answer specific questions and refine and organise their information as required for the specified topic.

In this unit students will learn about control technology such as automation and the use of computer control. Students will also look at the way the sensors operate and their different uses in different situations. Students will learn hoe to create hyperlinks within applications by creating a quiz, which will result in different outputs depending on the inputs into the system. As well as what are computer parts.

Here you will find PowerPoint’s, worksheet and activities for teaching the GCSE in ICT.

In this unit students will learn the basic rules of passwords and how to protect their work and how to work safely online. Students will create a multimedia presentation using text, images and sound about themselves. In creating their pages, students are expected to be sensitive to the needs of their audience.

Students will work to prepare a printed publication related to a topic that is been studied in another subject within the school. Students will gather, process and output information in text and image form and explore a variety of image-capture and image-manipulation methods to create suitable image data. There are opportunities for links with English when pupils develop the text for the publication. Links are made to other subjects when choosing the topics for the articles, e.g. History or Geography. The publication can be produced in another language, providing opportunities to collaborate with the modern foreign languages department or within the student’s own environment.

In this unit, you will learn how simple models are built by first investigating rules, then by seeing how rules can govern the behaviour of simple models by the use of spreadsheets. You will discuss the ways in which different models could be used to present different information in a spreadsheet, identifying the inputs, the rules (formulae) and the outputs. You will also learn the use of absolute cell referencing and other formulae that will make the model more appropriate for the end user. You will test the effectiveness of the model by using sample data representing a number of scenarios as well as chart creation.

In this unit students will consider the information that they need in order to collect appropriate data to test a hypothesis. Students will collect data using questionnaires, design a structure to contain the data and enter it into a file by the use of spreadsheets and word. Students will also create a database and will analyse the results and draw conclusions from the data that they input. During the process students will learn how to add fields to the database and consider data-validation techniques that might be used to check the data for accuracy. Once all data has been collated they use the results to produce a report.

In this unit students will study the use of sensors and how they can be used in different situations. Students will collate data from a variety of sources to develop a daily information service about weather. A key aim of this unit is find relevant information for a target audience and to develop a system that will meet the potential user’s needs. Students will model an Input, Process, and Output System in relation to a weather report.