Cambridge NATIONALS ict Level 1/Level 2
Cambridge NATIONALS
The OCR Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment. They re industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities. The new generation of Cambridge Nationals has been developed to ensure that they build upon the legacy and reputation of the existing qualifications, which are taught in over 3,000 centres. Created to bring together the Wolf Report recommendations and industry needs The Cambridge Nationals in ICT have been founded upon the recommendations of the Wolf Report and created in partnership with teachers, students, education specialists and industry-leading employers. This collaborative approach has resulted in a qualification that offers students a solid foundation for their future studies and careers. 2
The next generation of vocational From personal computers to smartphones, from apps to websites, all of our lives, every day, are enhanced through the use of ICT. The new Cambridge Nationals in ICT reflect this and provide students with a solid foundation for understanding and applying this subject in their future working lives. In line with the recommendations from the Wolf Report and feedback from customers, we have: Introduced some external assessment Retained the popular visiting moderation process Combined Levels 1 and 2 Streamlined the number of units Introduced a Distinction* grade Changed the assessment process: good performance in some units will compensate for weaker performance in others, so that the qualification recognises each student s strengths Retained the guided learning hours (glh) Award 60 glh, Certificate 120 glh, Diploma 240 glh. 3
qualifications has arrived A few good reasons to work with OCR You can enjoy the freedom and excitement of teaching ICT qualifications that have been developed to help you inspire students of all abilities We ve built specifications with you in mind, using a clear and easy-to-understand format, making them straightforward to deliver Our clear and sensible assessment approach means that assessment material and requirements are clearly presented and sensibly structured for you and your students Pathways for choice we have the broadest range of vocational qualifications, and the new Nationals provide an ideal foundation for students to progress to more advanced studies and ICT-related careers Working in partnership to support you together with teachers, we ve developed a range of practical help and support to save you time. We provide everything you need to teach our specifications with confidence and to ensure that your students get as much as possible from the programme of learning Cambridge Nationals are supported with new, innovative products from OCR We offer a diverse range of training and support to help you get started, prepare to teach and share best practice. 4
OCR Cambridge Nationals in ICT ICT skills are essential for success in employment and higher education, and are among the fundamental transferable skills required by employers. Cambridge Nationals deliver these skills across the whole range of learning styles and abilities, effectively engaging and inspiring all students to achieve great things. OCR Levels 1 and 2 Nationals Total glh Number of mandatory units Number of optional units Qualifications at same level and of similar size Award 60 2 0 1 GCSE Short Certificate 120 2 2 1 GCSE Diploma 240 2 6 (of which one 2 GCSEs must be Unit 3 or 4) Assessment and moderation We ve introduced external assessment. Unit 1 contains a written paper and Unit 2 a practical task, both of which are set by OCR (who will also assess Unit 1). An OCR Visiting Moderator will visit once in each series to externally moderate Unit 2 and optional units and provide guidance and support. Simple and sensible certification Units are graded Pass, Merit or Distinction for Level 1. Level 2 students have the same grades, but with a new grading of Distinction* to aspire them to achieve more. The seven characteristics for attainment tables Seven characteristics will be necessary for vocational qualifications that are included in future attainment tables. The seven characteristics are: Appropriate size: The qualifications are the size of a GCSE short course, one GCSE or two GCSEs Grading: The new Nationals from OCR are graded Pass, Merit and Distinction to achieve a Level 1, and Pass, Merit, Distinction and Distinction* for Level 2 External assessment: The new Nationals (60glh and 120 glh) include a minimum 20% external assessment Synoptic assessment: The breadth of the content within the new Nationals ensures that students achieve a broad level of knowledge and experience which can then be applied in different contexts Progression: Students can either progress to Level 3 Nationals or via the traditional A and A/S Level route Proven track record: With over 3,000 centres and over 1.5 million registrations to date, OCR has a proven track record in providing vocational qualifications Appropriate content: The content for each qualification was developed in partnership with students, centres, educational specialists and industry-specific experts. 5
Core units Unit 1 Understanding computer systems As the first core unit and a foundation for others, this unit will give students a solid base to develop knowledge and understanding of computer systems and the implications of working with data to enable them to use computers effectively. The unit will include systems used at home, school and in a business setting. Students will also consider the implications of working with data to create content within a commercial environment. The content includes: An understanding of how ICT can be used to meet business needs How to work with information and data to meet specific business needs On completion of this unit, students will have gained additional knowledge and understanding, enabling them to use computers more effectively in a variety of different contexts. Their regard for their own personal data security and for the security of the data of others will be increased and they will be more informed users of computers, making them more effective participators in business and social life. How IT can be used to support business working practices An understanding of the legal, ethical, safety and security issues that affect how computers should be used. Unit 2 Using ICT skills to create business solutions In the second core unit, students will refine their existing knowledge of computers to reflect the working practices of the commercial world. This includes using a wide range of software efficiently. Students will use a wide range of applications that are commonly used in the workplace and in further and higher education. They will develop an understanding of how to select the most appropriate software and to use tools to meet specific business requirements while developing skills to enhance documents of a variety of file types. They will also learn techniques to search for, select and store information in a variety of contexts and how to select the tools and techniques to communicate information and solve problems. The content will give students the skills to: Use techniques to search for, store and share information Select and use software to handle data Select and use software to communicate information for a business purpose Use software tools to format documents. 6
Unit 3 Handling data using spreadsheets Effective data handling can make or break a business plan. Enhancing existing knowledge through the creation, manipulation and presentation of data into meaningful information is a key transferable skill, as is using data in problem-solving. In this unit, students will process and present data into meaningful information that can be used to support the decision-making process in real-life scenarios, including budgeting, cost modelling, reporting, trend analysis and forecasting. The content will provide students with the skills to: On completion of this unit, students will be able to take unstructured data, plan how to use it in a spreadsheet, create and populate a spreadsheet, use relevant functions and tools to manipulate the data, and produce outputs to present the data graphically to support decision-making. Create/design and populate spreadsheets to meet user requirements Select and use spreadsheet functions to meet user requirements Use spreadsheet models to present information to support decision-making. Unit 4 Handling data using databases Understanding how data can support problem-solving skills is a fundamental business skill that students can use throughout their future studies and careers. This unit will enable students to gain the necessary additional skills and knowledge to modify an existing database by adding fields and then to further enhance a database by creating new table structures to produce a relational database structure. They will also learn how to test and interrogate a database. The content will provide students with the skills to: Modify databases to meet user requirements Produce outputs from databases to meet user requirements Create user interfaces for databases to meet user requirements Analyse databases suitable for a business purpose. 7
Creative strand Unit 5 Creating an interactive product using multimedia components Interactive products are used widely in everyday life: visiting a website, ordering an online product, using mobile phone applications, viewing a presentation or playing computer games. Students will be able to develop and demonstrate their creative flair by combining multimedia components to create a vibrant, energetic or stimulating webpage or interactive product. On completion of this unit, students will be able to show how the interactive product both meets the users needs and extends their own capability to understand applications. The content will provide students with the skills to: Design interactive products Create interactive products containing multimedia components Complete usability testing. Unit 6 Creating digital images The graphic design industry is big business. We live, learn, work and play in a very visual world. Digital images influence our actions and thoughts; with or without words, successful digital images convey their message effectively so that the viewer receives and understands it and can then act upon it. This unit will enable students to acquire the underpinning knowledge and skills to enable them to create, edit, enhance and save different types of digital image. The content will provide students with the skills to: Specify a digital image solution for a client s need Create digital images Store, retrieve and present digital images. Unit 7 Creating dynamic products using sound and vision 21st century technology such as gaming technologies, mobile phone apps, media marketing technologies and web-based technology make great use of dynamic specialist technologies that differentiate their products for the end user. Students can focus on developing their expertise in music, video or animation. They may create products such as a music recording and/or mix, video news clip or animation for a webpage. This unit will give students the knowledge and skills to apply in workplaces such as the advertising industry, music industry and online marketing. The content will provide students with the skills to: Prepare for the production of dynamic products Create dynamic products Test and evaluate computer programs. 8
Technical strand Unit 8 Introduction to computer programming At the heart of every successful app or software is the programming. In the technical units, students will gain additional skills to develop their knowledge and understanding of the use of programming and scripting to enable computer systems to solve problems. The content will provide students with the skills to: Devise algorithms to solve problems Develop computer programs Test and evaluate computer programs. On completion of this unit, students will be able to appreciate the range of programming and scripting languages that are used in their applications and will be able to develop and test working programs. Unit 9 Exploring computer hardware and networks Everyone gets frustrated when their computer goes wrong. Students will gain an appreciation of computer hardware and the range of platforms currently available, including gaming and mobile devices. They will understand the characteristics and features of computer networks and how to design a network, and be able to identify and provide solutions to a range of common hardware and network problems. On completion of this unit, students will have acquired skills and knowledge that will be beneficial in working with IT systems within different employment sectors or within the home environment. This unit will give students the confidence and knowledge to: Select computer system devices and platforms Devise network solutions Identify and solve hardware and network problems. Unit 10 Developing control systems Control systems form part of everyday life from games consoles, street lamps, domestic appliances, transport systems, alarm systems, manufacturing systems to theme park rides. This unit will enable students to increase their knowledge and understanding of control systems and to develop valuable, transferable logical skills. On completion of this unit, students will be able to use a logical approach to design, make, test and refine a working control system such as a robot or model car. The content will provide students with the skills to: Design control systems Implement control systems Test control systems. 9
Unit 11 Understanding technology a project approach This student-initiated project brings together all the learning, and will enable students to develop their planning, research, presentation and analytical skills by undertaking an individual project on an ICT-related theme. This project is an opportunity for students to either study a completely new area of ICT that is motivated by their interest or to explore the 21st century emerging technologies. Students will extend the learning they have already achieved by studying one of the optional units from the creative or technical strand. On completion of this unit, students will have applied the skills to work through project planning and to test a hypothesis or product development. The content will provide students with experience of: Initiating projects The knowledge of how to conduct research for projects The knowledge to carry out projects The knowledge of how to review projects 10
Next steps for your students Future progression to other qualifications From personal computers to smartphones, from apps to websites, all of our lives, every day, are enhanced through the use of ICT. The new Cambridge Nationals in ICT reflect this and provide students with a solid foundation for understanding and applying this subject in their future working lives. A Level Electronics ICT Applied ICT Computing Level 3 Apprenticeship Framework Levels 2 & 3 Diplomas/Principal Learning Engineering Levels 1, 2 & 3 QCF Creative Media IT Practitioner Levels 2 & 3 Cambridge Nationals in ICT GCSE Engineering ICT Computing Manufacturing Art & Design Media Studies Design & Technology Level 1 / Level 2 Entry Level ICT 11
Continuing Professional Development (CPD) and learning resources Our support is carefully designed to help you at every stage, from preparation through to the delivery of our specifications. Continual Professional Development (CPD) As with all our qualifications, there will be a range of events to support you. The reputation of our training support is second to none and we will continue to build up our reputation in providing exemplary support. In 2012 we will be introducing more accessible training formats (such as twilight sessions) which are more suitable to your working day. We will also introduce blended learning to suit individual learning styles; this will include online training, the opportunities to meet the Principal Examiner as well as our existing face-to-face sessions. To keep up to date visit www.ocreventbooker.org.uk Learning resources are an important part of any qualification and the Cambridge Nationals are no exception. We have developed a suite of support and learning resources that provide what teachers tell us they want. We ve worked in partnership with teachers and education specialists to develop ideas and ensure that there is a range of tasks that suit differing levels and abilities of students. By working in this collaborative way, we have ensured that our range of resources support classroom activities, from lesson planning and teaching to monitoring student progression and success. This includes our teaching links, offering additional resource information, and teaching tools such as games and activities directly linked to some units. Other resources include: Administration guides and tools that include a rules of combination online tool and a progress tracker Sample assessment materials for the mandatory units Teaching packs, including introductory unit presentations Text book (working in partnership with Hodder) What s new for the Nationals in ICT guide. These resources are free and available from www.ocr.org.uk 12
Administration overview As with everything with Cambridge Nationals, we try to make your life easier. Follow the simple steps below to implement the qualification in your centre. 7 Steps to Achievement 1 CENTRE APPROVAL Fill in the online form at www.ocr.org.uk/approval/general to get your Interchange account details and Cambridge Nationals Administration Guide. 2 3 ENTER YOUR CANDIDATES Enter your candidates via Interchange or Electronic Data Interchange (EDI). We ll assign an expert OCR Visiting Moderator for the appropriate series (there is one visit for each series in which you ve entered candidates). They ll contact you to agree the date for their visit. ASSESSMENT OCR sets and assesses the written paper in Unit 1 and the practical task in Unit 2, then you internally assess and standardise your candidates work for the other units, before the Moderator visit. 4 SUBMIT YOUR MARKS Submit marks to OCR by the published submission date. 5 6 7 PREPARE YOUR SAMPLE Your Moderator will require a sample after you ve submitted your marks and will let you know, via email, which candidates work will be moderated. MODERATOR VISIT Your Moderator will provide feedback, advice and guidance, and share best practice during their visit. RESULTS We will issue results automatically on the published day. The results are sent by EDI and are also available on Interchange. 13
Preparing for first teaching Adopting a new specification can appear daunting. There s quite a lot of information to weigh up: the demands of the course, the quality of support, and the needs and expectations of teachers and candidates. Here s some advice to help you make the best decision. 7 Steps to First Teaching 1 2 3 4 5 6 7 MAKE THE MOST OF THE OCR WEBSITE The unit specifications will be available online. While the overall programme of study may be familiar, it s important to check each unit specification to make sure that you re happy with the learning outcomes, knowledge, understanding and skills. TAKE A TOUR OF THE ASSIGNMENTS They give a clear idea about the type of tasks undertaken. They can be used directly, adapted or used as templates for completely new assignments. MAKE GOOD MARKING DECISIONS Using the specification and Administration Guide to cross reference, check our model assignments, which come complete with Moderator s Commentary to support marking decisions. GET SOCIAL Visit our social media site (www.social.ocr.org.uk). By registering you will have FREE access to a dedicated platform where teachers can engage with each other and OCR to share best practice, offer guidance and access a range of support materials produced by other teachers such as lesson plans, presentations, videos and links to other helpful sites. ENJOY SUPPORT AND GUIDANCE It s wise to review our Chief Examiner s annual report for generic guidance and explore their summary of key issues from the previous academic year. GET GREAT TRAINING Check OCR s INSET training programme to see if there is a convenient course available. INSET training is an excellent way to get practical advice on the best ways to deliver Cambridge Nationals. EXPLORE EXTERNAL WEBSITES It s often worthwhile carrying out an internet search to see if there is any free or paid-for resource material available. But please always check that whatever material you incorporate into your teaching meets the qualification s assessment requirements. 14
www.cambridgenationals.org.uk Contact us Staff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. Telephone 02476 851509 Email cambridgenationals@ocr.org.uk For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. OCR 2011 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity. 0112303448