ICT & Computing Learn With Us Evening 2014

LO: BA2 identify what design functions may be needed for individuals with a particular or special need when selecting a mobile device

On Entry Task (from last lesson...):

What made you pick your current mobile phone?
What quantitative factors did you consider?
What qualitative factors influenced your choice?

Keywords:

Factual information is called quantitative data.

Information collected about opinions and views is called qualitative data.

Starter:

In pairs or small groups, discuss what circumstances you feel might prevent someone from using an ordinary mobile phone (HINT: Try to think about the persons needs, rather than not being able to afford a phone!)

Be prepared to feedback on your views...

Task 1:

Using software of your choice, present your answers to the following questions:

• What do you understand by ‘Accessibility’? (2 marks)
• What types of Accessibility need can you list? (2 marks)

You may use the template to help you if you wish (O:\ICT\Learn With Us)

Task 2: (Exam board resource)

In the same document that you have just begun, have a go at suggesting functions and features that mobile technology might have to have in order to be used by the following people.

Plenary: (Examination 6 mark question)

Discuss with your partner/group and then answer the following question (you may write your answer down if you wish):

Is it important for people who have accessibility needs to use a mobile phone? If so, why, if not, why not?

Edexcel ICT - Course Structure

Key Subject Aims:

The GCSE in ICT (Single Award) qualification enables students to:

• become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society
• acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts 
• develop ICT-based solutions to solve problems 
• develop their understanding of current and emerging technologies and their social and commercial impact 
• develop their understanding of the legal, social, economic, ethical and environmental issues raised by ICT
• recognise potential risks when using ICT, and develop safe, secure and responsible practice
• develop the skills to work collaboratively
• evaluate ICT-based solutions.

Unit 1: Living in a Digital World:

• Topic 1. Personal digital devices
• Topic 2. Connectivity
• Topic 3. Operating online
• Topic 4. Online goods and services
• Topic 5. Online communities
• Topic 6. Issues

Assessment summary:

• This unit represents 40% of the total assessment weighting of the GCSE in ICT qualification.
• It is assessed through a 1 hour 30 minute examination paper set and marked by Edexcel.

Unit 2: Using Digital Tools:

• Topic 1. Research and information gathering
• Topic 2. Modelling
• Topic 3. Digital publishing
• Topic 4. Evaluating outcomes
• Topic 5. Working efficiently and safely

Assessment summary:

• This unit represents 60% of the total assessment weighting of the GCSE in ICT qualification.
• It is internally assessed under controlled conditions.
• Centres should allocate 40 hours of informal supervised time for students to work on the controlled assessment.
• Marking of the task is carried out by teachers and moderated by Edexcel against set assessment criteria.
• The total number of marks available for the controlled assessment task is 80.

Computing National Curriculum?

The 2014 national curriculum programme of study for Computing stipulates that all pupils in Key Stage 4 should have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

Pupils may also choose to take a qualification in a computing subject, although the national curriculum does not oblige them to do so. Appropriate Key Stage 4 qualifications include GCSE Computer Science and GCSE ICT, both of which enable pupils to progress to further study or a professional career.

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