ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

1 week Be able to identify what is ICT. DISCUSSION ON: To define what is ICT Demo using projector
What is ICT? Group work:
02th Jan – Be able to identify the ICT -Trouble shooting when To identify ICT problems and errors in Lesson Notes
05th Jan problems and errors.  computer cannot re-boot, trouble shooting when computer
 printing problems, cannot re-boot, printing problems, http://
Be able to identify the impact of  storage full, storage full, www.bbc.co.uk/
ICT to our life.  internet problem internet problem schools/gcsebitesize/
ict/ and
- Political and ethical impact of ICT To identify impact of ICT to our life; http://www.teach-
technology Political and ethical impact of ICT ict.com/gcse_new/
- Environmental and ICT technology, Environmental and ICT,
- Work employment and ICT Work employment and ICT
(teleworking) (teleworking)

- Hands-on work (where necessary)

1 week Data and Be able to define what is Data DISCUSSION ON: Explained what is Data and Demo using projector
Information and Information -different terms: Information and List the examples of
07th Jan –  Data, data Lesson Notes
12th Jan Be able to list the examples of  Information
data Explained what is Information and http://
-What are the examples of data and List the examples of information www.bbc.co.uk/
Be able to define what is information? schools/gcsebitesize/
Information Data example format in database or To differentiate the list of examples of ict/ and
(Text, Number, Boolean, Number, data and information in the computer. http://www.teach-
Be able to list the examples of Date/Time and Images),CODING ict.com/gcse_new/
information ( F as in Female and M as in Male,

Hands-on work
Show the examples of data and
information in the computer.
- Net Research – group work for
students (assigned a weblink)
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

1 week What is computer? Be able to explain what is DISCUSSION ON: Explain what is computer?
computer? What is computer?
14th Jan – Explain what is the function of
19th Jan Be able to explain what is the computer and the example of the
function of computer and the function like; spreadsheet
example of the function? Hands-on work Explain what the function of computer
CAN do and CANNOT DO on the dumb is and Understand the example of the
machine, how software helps to work function?
Be able to state what computer done in computer, no software no
CAN do and CANNOT do. hardware can function, languages Differentiated what computer CAN do Demo using projector
used in software
Net Research – group work Lesson Notes
Advantages and disadvantages of
using computer in daily activities http://www.bbc.co.uk/
schools/gcsebitesize/ic
DISCUSSION ON: t/ and
Three stages of systems; explain the http://www.teach-
What is System? Be able to state the three stages diagram ict.com/gcse_new/
of systems
To state the three stages of systems
Be able to manage files and
folders Hands-on work: To manage files and folders

Be able to make back-ups Manage files and folders; Software To make back-ups and CANNOT do.
Icons, Identifying File Information,
File extensions & folders, Create
shortcuts and setting up folders, file
path names, sorting files, file
properties, sensible file names.
Make back-ups; Backups and uses,
making them and ways that data can
be lost, auto-recovery, comparing
backup media, removing external
media safely and setting up automated
backups.
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

TYPES AND COMPONENTS OF COMPUTER SYSTEMS

1 week Be able to define hardware, Using one (or more if available) Define hardware as consisting of Textbooks:
giving examples; discarded PCs, dissect them to reveal physical components of a computer Complete ICT for
21st Jan – what components are inside. Pass the system Cambridge IGCSE
26th Jan Be able to define software, components around the classroom. (Stephen Doyle)
giving examples; Highlight to learners these are the Identify internal hardware devices
hardware components and they are (e.g. motherboards, random access IGCSE Information and
Be able describe the difference so because we can physically touch memory (RAM), read-only memory Communication
between hardware and them. Ask learners what they notice (ROM), video cards, sound cards and (Brown and Watson)
1 week software; about the components and what role internal hard disk drives) pages 2–27
they think each one plays in the
28th Jan – computing system. Ask learners to Identify external hardware devices Cambridge IGCSE ICT
02th Feb note, these components have been and peripherals (such as monitors, Course book
brought from inside the computer keyboards, mice, printers as input and (Leadbetter and
Hardware and system, so they are the internal output devices and external storage Wainwright) pages 2–3
software hardware components. (W) devices in general)

Ask learners to look around the Online:

classroom and observe as many Looking at what is
external hardware devices that they inside a computer:
can. They could compete to see who www.howstuffworks.c
can note down the most correct om/inside-
external hardware device in one computer.htm
minute. (I)
Give learners a list of different tasks Define software as programs for Textbooks:
and ask them to identify: controlling the operation of a Complete ICT for
 if they would need computer or processing of electronic Cambridge IGCSE
applications software or data (Stephen Doyle)
system software to complete
the task Identify the two types of software – IGCSE Information and
 what type of application applications software and systems Communication
software or system software. software (Brown and Watson)
(G) page 2
Define applications software (e.g.
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

Demonstrate the use of an operating word processing, spreadsheet, Cambridge IGCSE ICT
system to create folders, save work, database management systems, Course book
sort files. control software, measuring software, (Leadbetter and
applets and apps, photo-editing Wainwright) page 2
Demonstrate different types of software, video-editing software,
application software such as word- graphics manipulation software)
processor, database, spreadsheet and
DTP. Define system software (e.g.
compilers, linkers, device drivers,
operating systems and utilities)
1 week The main Ask learners to produce a Describe the central processing unit Textbooks:
components of Be able to : diagrammatic representation of the (CPU) including its role Complete ICT for
04th Feb – computer systems identify the main components; workings of a computer. They must Cambridge IGCSE
09th Feb -central processing unit (CPU), research the roles of the CPU, ROM, Describe internal memory, i.e. ROM (Stephen Doyle)
-main/internal memory RAM and represent how data is and RAM and the differences between
*CNY on (including -ROM and RAM), processed and stored. (I) them IGCSE Information and
05th Feb -input devices, Communication
-output devices, Give learners a list of statements Define input and output devices and (Brown and Watson)
-secondary/backing storage about the main components of a describe the difference between them page 3
computing system. The learners have
to identify if the facts are true or false. Define secondary/backing storage Cambridge IGCSE ICT
(I) Course book
(Leadbetter and
Wainwright) pages 4–
5
Operating systems Be able to define what is the OS? Using two simple tasks that can be Define and describe operating Textbooks:
1 week
done on a computer every day, e.g. systems which contain a Command Complete ICT for
Be able to identify different opening a document and saving a Line Interface (CLI) Cambridge IGCSE
11th Feb –
examples of OS document. Compare carrying out (Stephen Doyle)
16th Feb
these tasks on GUI to carrying them Define and describe operating
Be able to identify the common out on a CLI. It would be best to systems which contain a Graphical IGCSE Information and
functionality that OS do to represent this through the use of User Interface (GUI) Communication
develop a computer Windows for a GUI and the command (Brown and Watson)
line in Windows for CLI. (W) Describe the differences, including the pages 3–5
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

Be able to define what is user benefits and drawbacks, between

interface? And the examples operating systems which contain a CLI Cambridge IGCSE ICT
and those which contain a GUI Course book
Be able to identify the different (Leadbetter and
of GUI and CLI Wainwright) pages 6–
7
1 week Types of computer Be able to identify the different Give learners a number of scenarios Describe the characteristics of a Textbooks:
types of computer from different people. The scenarios personal/desktop computer and its Complete ICT for
18th Feb – should describe what tasks the uses, both as a standalone and Cambridge IGCSE
23rd Feb person wants to carry out and networked computer (Stephen Doyle)
important information about what
*35th they do. Learners should recommend Describe the characteristics of a IGCSE Information and
National the most suitable computing device laptop computer and what it is used Communication
Day on for them to use and reason why. (G) for, both as a standalone and (Brown and Watson)
23rd Feb networked computer pages 5–8
Ask learners to think of tasks they Describe the characteristics of a tablet
perform everyday on their Smart computer and what it is used for, Cambridge IGCSE ICT
phones. Ask them to think about how including its ability to use wireless Course book
these tasks were carried out before technology or 3G/4G technology (Leadbetter and
we had Smart phones, then expand Wainwright) pages
this to before we had mobile phones. Describe the computer characteristics 15–17
(W) of a smart phone and what it is used
for in computing terms Online:
Compares the use of
Describe the advantages and tablets to the use of
disadvantages of each type of laptops:
computer in comparison with the http://uk.pcmag.com/
others laptops/13430/
feature/laptops-vs-
tablets-the-ultimate-
showdown
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

1 week Impact of emerging Be able to describe how Give learners a case study about the Online:
technologies emerging technologies are benefits and drawbacks of 3D Describe how emerging technologies Developing 3D printed
25th Feb – having on everyday life. printing and discuss as a whole class, are having an impact on everyday life artificial limbs. These
02th Mar e.g. prosthetic/artificial limbs. (W) (e.g. artificial intelligence biometrics, are for war veterans
vision enhancement, robotics, that have lost limbs in
Ask learners to research the Edward quantum cryptography, computer- combat:
Snowdon case and the exposure of assisted translation, 3D and www.wired.com/
encryption keys being forced to be holographic imaging, virtual reality) 2014/03/next-big-
revealed. Ask them to discuss in thing-missed-bionic-
groups how they feel about this and limbs-3d-printed-
do they agree with it. (G) worlds-war-wounded/

News US and Canada:

www.bbc.co.uk/
news/world-us-
canada-23123964

INPUT AND OUTPUT DEVICES

1 week Input devices and Be able to define the As an introduction and to elicit the Identify input devices and their uses, Textbooks:
their uses functionality and suitable uses devices from the learners either, ask e.g. keyboard, numeric keypad, Complete ICT for
04th Mar – of computer Input devices learners (in pairs) to make a list of as pointing devices (such as mouse, Cambridge IGCSE
09th Mar many input and output devices they touchpad, tracker ball), remote (Stephen Doyle)
can think of. Learners talk to other control, joystick/driving wheel, touch
pairs of learners to compare their screen, scanners, digital cameras, IGCSE Information and
lists. Or, mix up the two lists and ask microphone, sensors (general), Communication
the learners to list which ones are temperature sensor, pressure sensor, (Brown and Watson)
input and which are output devices light sensor, graphics tablet, video pages 8–26
(P) camera, web cam
Cambridge IGCSE ICT
Describe the advantages and Course book
Give learners a set of scenarios disadvantages of any of the above (Leadbetter and
focused on inputting and outputting devices Wainwright) pages
 ICT for Cambridge IGCSE, 2019 Year 9

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data. Ask learners to identify which 11–21

device is best to use, e.g. learners list
Output devices and Be able to define the Identify output devices and their uses, Textbooks:
1 week and describe four or more input
their uses functionality and suitable uses e.g. CRT monitor, TFT/LCD monitor, Complete ICT for
devices you may expect to find in a
of computer Output devices IPS/LCD monitor, LED monitor, touch Cambridge IGCSE
11th Mar – hospital or school. This could be done
screen (as an output device), (Stephen Doyle)
14th Mar in small groups. (G)
multimedia projector, laser printer,
inkjet printer, dot matrix printer, wide IGCSE Information and
Learners can start by listing the
format printer, 3D printer, speakers, Communication
advantages and disadvantages of four
motors, buzzers, heaters, lights/lamps (Brown and Watson)
or five devices per group. Each group
pages 8–26
then presents their findings to the
Describe the advantages and
whole class. (G)/(W)
disadvantages of any of the above Cambridge IGCSE ICT
devices Course book
(Leadbetter and
Wainwright) pages
11–21

1 week Direct data entry Be able to describe direct data Ask learners to discuss why the speed Describe direct data entry and Textbooks:
and associated entry and associated devices of data entry is important and how associated devices, e.g. magnetic IGCSE Information and
01st Apr – devices each of the given devices improves stripe readers, chip and PIN readers, Communication
06th Apr Be able to Identify the data entry. Ask learners to think about Radio Frequency Identification (RFID) (Brown and Watson)
advantages and disadvantages what would be the alternative if that readers, Magnetic Ink Character pages 8–26
*Isra’ & of any of the above devices in device did not exist. (P) Reader (MICR), Optical Mark Reader
Mi’raj on comparison with others Learners report back their findings to (OMR), Optical Character Reader Cambridge IGCSE ICT
3rd Apr the rest of the class. (W) (OCR), bar code reader Course book
(Leadbetter and
Identify the advantages and Wainwright) pages
disadvantages of any of the above 22–25
devices in comparison with others

STORAGE DEVICES AND MEDIA

 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

1 week 3 Storage devices Be able to identify storage Give learners a table with storage Identify storage devices and their Textbooks:
and media devices and their uses devices in and ask them to compare uses, e.g. Complete ICT for
08th Apr – them for use, size, advantages and  magnetic backing storage Cambridge IGCSE
13th Apr disadvantages. (I) media: fixed hard disks, (Stephen Doyle)
Be able to explain advantages portable hard disks, magnetic
and disadvantages of using Group learners together and give each tapes IGCSE Information and
different backing storage group a description of some data that  optical backing storage media Communication
a person needs to store. Ask learners (CD/DVD/blu-ray): CD (Brown and Watson)
to pick two suitable storage devices ROM/DVD ROM, CD R/DVD R, pages 28–29
and justify their choice. (G) CD RW/DVD RW, DVD RAM,
blu-ray discs Cambridge IGCSE ICT
 solid state backing storage: Course book
solid state drives, memory (Leadbetter and
sticks/pen drives, flash Wainwright) pages
36–46
Describe the advantages and
disadvantages of the above devices

TEST ( 11th Mac - 14th Mac )

FIRST TERM SCHOOL HOLIDAY ( 15th Mac – 31st Mac 2019 )
NETWORKS AND THE EFFECTS OF USING THEM
1 week Networks Be able to understand and Using a trace route (there are various • understand how a router works and Complete ICT for
describe router and how it websites that allow you to its purpose Cambridge IGCSE
works demonstrate this), show learners how – describe how networks and Teacher Resource
06th May – routers pass data packets toward individual computers connect to the Pack
11th May Be able to describe how their destination. One of the best internet Worksheet 4.1, page 30
networks and individual examples is to see how many routers a – describe how a router stores
*First computers connect to the packet would go through between the computer addresses – describe how it
Ramadhan internet UK and a destination in the USA. (W) routes data packets
(Fasting)
on 6th May Be able to understand the use of • understand the use of other
other common network devices, common network devices, including:
 ICT for Cambridge IGCSE, 2019 Year 9

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(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

the use of WiFi and Bluetooth in network interface cards, hubs,

networks bridges, switches, modems

Be able to understand how to • understand the use of WiFi and

set up and configure a small Bluetooth in networks
network, the characteristics and – describe how computers can use
purpose of common network WiFi to connect to a network
environments, such as intranets – describe how computers can use
and the internet Bluetooth to connect to a network
– compare and contrast Bluetooth
Be able to identify internet and and WiFi
intranet and its differences as
well as its purposes • understand how to set up and
configure a small network, including:
Be able to define LAN, WLAN, access to the internet, the use of a
WAN and its differences browser, the use of email, access to an
ISP
Be able to understand the
advantages and disadvantages • understand the characteristics and
of using different types of purpose of common network
computer to access the internet environments, such as intranets and
the internet
– define what the internet is
– define what an intranet is
– describe the differences between an
intranet and the internet
– explain the purpose of an intranet
and how that differs from the purpose
of the internet
– describe the uses of an intranet
– describe the uses of the internet
– define the terms Local Area Network
(LAN), Wireless Local Area Network
(WLAN) and Wide Area Network
(WAN)
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

– describe the differences between a

LAN, a WLAN and a WAN

• understand the advantages and

disadvantages of using different types
of computer to access the internet
– compare the advantages and
disadvantages of using laptop
computers, desktop computers, tablet
computers and mobile phones to
access the internet
Network issues and Be able to describe the security Read topic from website:  Security issues regarding data http://www.gfi.com/
communication issues surrounding the use of GFI WebMonitor: transfer products-and-
computer networks and other Top Five Web Security Issues. – describe the security issues solutions/network-
2 week
issues such as the internet is not surrounding the use of computer security-solutions/gfi-
policed and the effects of this, Discuss the topic with their friends networks webmonitor/videos/
13th May–
such as the existence of and ask them to find the solution of – describe other issues such as the top-five-web-security-
18th May
inappropriate sites the issues. Share with others. internet is not policed and the effects issues
of this, such as the existence of
*Nuzul Al-
Be able to identify strong and In a table, ask students to differentiate inappropriate sites
Quran 22nd
weak password and methods of physical and electronic faxing based – identify methods of avoiding
May
avoiding password interception on video available from website. password interception (such as the
and other authentication use of anti-spyware and changing
techniques Compare email and fax in a table form passwords regularly)
10th June–
by giving a list of features. – describe the difference between
15th June
Be able to define encryption and strong and weak passwords
describe its use – list the – describe other authentication
principles of a typical data techniques (such as biometric
protection act methods, magnetic stripes, id cards,
passports, other physical tokens,
Be able to describe facsimile retina scans, iris scans, face scans) –
communication and describe the describe the use of antivirus software
differences between physical and other methods of avoiding viruses
faxing and electronic faxing (such as use of unknown storage
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

media to transfer data, the risk of

Be able to describe email downloading software from the
communication, the use of internet)
attachment. – define encryption and describe its
use – list the principles of a typical
Be able to describe the data protection act
advantages and disadvantages
of using email compared with  Network communication
faxing – describe facsimile communication
and describe the differences between
Be able to describe video- physical faxing (which does not
conferencing, audio- require the use of a network) and
conferencing and web- electronic faxing (which does require
conferencing including the the use of a network)
hardware used as well as how – describe email communication,
web-conferencing can be linked including the use of attachments
to either video or audio- – describe the advantages and
conferencing. disadvantages of using email
compared with faxing
– describe video-conferencing,
including the hardware used
– describe audio-conferencing
– describe web-conferencing and how
it can be linked to either video or
audio-conferencing
THE EFFECTS OF USING IT
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

1 week Effects of IT on Be able to describe how there Produce a poster. • describe how there has been a Complete ICT for
employment has been a reduction of Divide students into 4 groups. Each reduction of employment in offices, as Cambridge IGCSE
employment in offices, as group will be given a topic. Ask them workers’ jobs have been replaced by Teacher Resource
17th June– workers’ jobs have been to discuss and create a poster using computers in a number of fields (e.g. Pack
22nd June replaced by computers in a MS Word. payroll workers, typing pools, car Worksheet 6.1, 6.2, 6.3,
number of fields production workers) 6.4
Share and present the poster with • describe how there has been an
Be able to describe how there their classmates. increase in employment in other fields
has been an increase in (e.g. website designers, computer
employment in other fields programmers, delivery drivers in
retail stores)

Effects of IT on Be able to describe how the use • describe how the use of computers
working patterns of computers has led to a has led to a number of employees
within number of employees changing changing their working patterns (e.g.
organisations their working patterns part-time working, flexible hours, job
sharing, compressed hours)
Be able to describe what is • describe what is meant by part-time
meant by part-time working, working, flexible hours, job sharing,
flexible hours, job sharing, compressed hours
compressed hours
1 week Microprocessor- Be able to describe the positive • describe the positive effects
controlled devices effects microprocessors have on microprocessors have on aspects of
24th June– in the home aspects of lifestyle lifestyle (e.g. the amount and use of
29th June leisure time, the degree of social
Be able to describe the negative interaction, the ability to leave the
effects microprocessors have on home)
aspects of lifestyle • describe the negative effects
microprocessors have on aspects of
lifestyle (e.g. lack of exercise)
Potential health Be able to describe and identify • describe repetitive strain injury
problems related to health issues. (RSI) and what causes it
the prolonged use of • identify other health issues (e.g. back
IT equipment Be able to describe on how to problems, eye problems, headaches)
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

prevent health issues problems • describe some simple strategies for

preventing these problems
Be able to evaluate the use of IT • evaluate the use of IT equipment and
equipment and develop develop strategies to minimise the
strategies to minimise the health risks
health risks
REVISION WEEK ( 01 April – 13 April )
MID YEAR EXAMINATION ( 15 April – 30 April )
CORRECTION PAPER MID YEAR EXAM ( 01 May – 4 May )
RAMADHAN & HARI RAYA AIDILFITRI (23 May – 9 June 2019)
IMAGES
1 week Images Be able to place and edit an Give learners a brief that requires Use software tools to place and edit an
image. them to edit an image using all of the image to meet the requirements of its
01st July – editing points listed in the learning intended application and audience
06th July objectives column opposite. Know when it is necessary to edit an
image and can appropriately:
 place an image with precision
Editing this image could be linked to  resize an image
the activities in Unit 11. (I)  maintain or adjust the aspect
ratio of an image, or distort
an image where appropriate
 crop an image
 rotate an image
 reflect an image
 adjust the colour depth of an
image
 adjust the brightness of an
image
 adjust the contrast of an
image
 understand the need to
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

reduce image resolution to

increase transmission speed
 reduce the resolution of an
image to reduce file size
DOCUMENT PRODUCTION
2 week Document Be able to use word processing Prepare a new document with about Format text and organise page layout Textbook:
production to make documents two pages of text (preferably about  set page size IGCSE Information and
08th Jul – hardware and software). Save this as a  set page orientation Communication
13th Jul Be able to make use all the .txt for the learners to access.  set page and gutter margins (Brown and Watson)
general features word  set the number of columns pages 130–150
015th Jul – processors Ask learners to carry out the  set the column width and
20th Jul following: spacing between columns
 set the page size to A4 and  define the terms widow and
*HM the orientation to portrait orphan
Birthday  set the top and bottom  explain why it is necessary to
on 15th Jul margins to 2.5 cm use page, section and column
 make the right and left breaks, to adjust pagination
margins fully justified and to avoid widows and
 insert page numbers at the orphans
foot of the page. These should  set and remove page, section
start at number one and be and column breaks
printed from the first page.  set line spacing, including:
The page numbers should be single, 1.5 times, double,
aligned to the right multiple, spacing before and
 the font size should be set at after paragraphs
14 point  set tabulation settings,
 set line spacing to 1.5 including: indented
 key in the following text at paragraphs, hanging
the end of the document: paragraphs
 format text as bulleted or
Password violations. numbered lists to meet the
needs of the audience
Companies use on-going security
procedures to check customers
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

logging onto the system.

If a customer makes more than the

permitted number of attempts to
gain access to the system, then use of
that id is suspended.

The customer is contacted for an

explanation.

These customers need to be contacted

for information concerning their
password violations:

Make these three points only listed

under Password Violations bulleted
style

Companies use on-going security

procedures to check customers
logging on to the system.

If a customer makes more than the

permitted number of attempts to gain
access to the system, then use of that
id is suspended.

The customer is contacted for an

explanation.

Insert a page break before the

sentence:
These customers need to be contacted
for information concerning their
password violations.
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

LAYOUT
1 week Layout Be able to use software tools to Using a previously prepared excerpt Use software tools to prepare a basic Textbook:
prepare a basic document to of text (which is two or three A4 pages document to match the purpose and IGCSE Information and
22nd Jul – match the purpose and target in length) saved as a .TXT file and target audience Communication
27th Jul audience image file, it would be best if this were  create a new document or, (Brown and Watson)
based around a topic such as the solar where appropriate, open an pages 130–150
system, ask the learners to:(I) existing document
 enter text and numbers
 open a word processor and  use editing techniques to
import the text manipulate text and numbers,
 identify the main title and including: highlight, delete,
make it bold and size 14 move, cut, copy, paste, drag
 identify the subtitles and and drop
make them bold and size 12  place objects into the
 make sure the main body of document from a variety of
text is size 11 sources, including: text,
 all text should be Arial image, screen shot,
 move the second paragraph spreadsheet extract, database
of text to the end of the extract, clip art or chart
document  create a table with a specified
 convert a section e.g. a list of number of rows and columns
facts about the solar system,  format a table and its
into a table with the correct contents
about of columns and rows  place text or objects in a table
 make sure the table column  wrap text around a table,
headings are bold chart or image, including:
 insert the image into the text above, below, square and
and warp a section of text tight
around it

1 week Layout Be able to apply header and Using the document created above, Use software tools to use headers and Textbook:
footer ask learners to: footers appropriately within a range IGCSE Information and
29th Jul –  set the top and bottom of software packages Communication
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

03rd Aug Header & Footers margins to 2.5 cm and the left (Brown and Watson)
and right margins to 4 cm Create headers and footers pages 130–150
 insert a header of ‘The Solar
System’, your name and Align consistently within a document
todays date the contents of the header and footer
 your name should be left including: to left margin, right margin
aligned, The Solar System and centre of the page
should be centre-aligned and
the date should be right Place automated objects in headers
aligned. The date should set and footers, including: automated file
automatically information, automated page
 insert a footer that numbering, text, date, time
automatically assigns page
numbers. (I) Explain why headers and footers are
needed
STYLES
1 week Styles Be able to consistency of Ask learners to design a house style Apply styles to ensure consistency of Textbook:
presentation for a given organisation. A presentation IGCSE Information and
05th Aug– background description should be  explain why consistent styles Communication
10th Aug provided of the organisation and are required (Brown and Watson)
learners should provide an evaluation  apply consistent styles using pages 130–150
to show how their house style is a variety of application
appropriate for the company. The packages
house style should cover all aspects of  ensure that page/slide layout
style and formatting including font is consistent, including: font
type, font style, point size, font colour. styles, text alignment, spacing
(I) between lines, spacing
between paragraphs, spacing
before and after headings
 create and apply an
appropriate style, including:
font type (serif, sans-serif),
point size, font colour,
alignment, line spacing, style
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

of bullets, text alignment to

the left, right, centre or fully
justified
 select an appropriate font
style for a task, taking into
account the audience
 use text enhancement,
including: bold, underline,
italic, highlight
 create and apply paragraph
style(s) with a new style
name to match the corporate
house style
1 week Styles Be able to consistency of Ask learners to design a house style Apply styles to ensure consistency of Textbook:
presentation for a given organisation. A presentation IGCSE Information and
12th Aug – background description should be  explain why consistent styles Communication
17th Aug provided of the organisation and are required (Brown and Watson)
learners should provide an evaluation  apply consistent styles using pages 130–150
*Hari Raya to show how their house style is a variety of application
Aidil Adha appropriate for the company. The packages
on 12th Aug house style should cover all aspects of  ensure that page/slide layout
style and formatting including font is consistent, including: font
type, font style, point size, font colour. styles, text alignment, spacing
(I) between lines, spacing
between paragraphs, spacing
before and after headings
 create and apply an
appropriate style, including:
font type (serif, sans-serif),
point size, font colour,
alignment, line spacing, style
of bullets, text alignment to
the left, right, centre or fully
justified
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

 select an appropriate font

style for a task, taking into
account the audience
 use text enhancement,
including: bold, underline,
italic, highlight
 create and apply paragraph
style(s) with a new style
name to match the corporate
house style
PRESENTATIONS
1 week Presentations Be able to use presentation Learners should follow the brief given Use a master slide to appropriately Textbook:
package to make slide show to create a presentation. (I) place objects and set suitable styles to IGCSE Information and
19th Aug– meet the needs of the Audience Communication
24th Aug Creating an Interactive presentation  identify the need for (Brown and Watson)
on Health and Safety issues at work consistency of presentation, pages 269–288
for Induction course in terms of styles, point sizes,
colour schemes, transitions Complete ICT for
Ask learners to set up a master slide and animations Cambridge IGCSE
for the presentation. The master slide  use the master slide to place Teacher Resource
should include a logo, a navigation bar objects appropriately, Pack
with links for the home page, a page including: images, text, logos, Activity 6.3, 6.4 (page
for Health and Safety Issues general slide footers, automated slide 48, 49)
page (there links off this page to each numbering
Health and Safety Issues eg: RSI, eye  use the master slide to set
strain, etc learners wish to add.) and a font styles, heading styles and
contact us page. (I) colour schemes as required
by the audience
 manipulate and use specified
areas for headings,
subheadings, bullets, images,
charts, colours, text boxes,
presenter notes, audience
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

notes as appropriate
1 week Presentations Be able to use presentation Learners should then create the rest Use suitable software tools to create Textbook:
package to make slide show of the pages for the presentation using presentation slides to meet the needs IGCSE Information and
26th Aug– the master slide. (I) of the audience Communication
31st Aug  insert a new slide, when (Brown and Watson)
Learners should look to insert required, selecting the pages 269–288
appropriate images, health and safety appropriate slide type for the
videos, charts if appropriate. purpose Complete ICT for
 place text on the slides Cambridge IGCSE
Learners should look to add slide including: headings, Teacher Resource
transitions between each slide and subheadings, bulleted lists Pack
animated elements where appropriate where appropriate Activity 6.3, 6.4 (page
on the slides. Learners should take  apply consistent styles using 48, 49)
care when adding animations, these available software tools,
should only be used where including: select from the
information to is be withheld at first presentation colour scheme,
to be revealed little by little or where the use of text enhancement
there is a need to emphasise an  place appropriate images on
element. the slides, including: still
images, video clips, animated
images
 place sound within a slide
 place charts imported from a
spreadsheet
 place other objects including:
symbols, lines, arrows, call
out boxes
 create consistent transitions
between pages
 create consistent animation
facilities on text, images and
other objects
 ICT for Cambridge IGCSE, 2019 Year 9

Duration Learning outcome

(no of Topic Learning objectives Suggested teaching activities (At the end of the lessons, students Learning resources
weeks) will be able to …)

SECOND TERM SCHOOL HOLIDAY ( 6 SEPTEMBER – 15 SEPTEMBER 2019)

REVISION WEEK ( 30 September – 05 Oct)
TEST ( 07 October – 12 Otober)
1 week Presentations Be able to make use all the Printing Presentation slide Use suitable software tools to display Textbook:
general features slide show the presentation in a variety of IGCSE Information and
02nd Sep– presentation formats, including: looped on-screen Communication
05th Sep carousel, controlled presentation, (Brown and Watson)
presenter notes, audience notes pages 269–288
*Awal taking into account the needs of the
Tahun audience
Hijrah
1441 on
2nd Sep

REVISION WEEK ( 16 September – 19 Oct)

END OF YEAR EXAMINATION ( 21 October – 05 November)
CORRECTION END OF YEAR EXAMINATION PAPER ( 06 November – 14 November)

THIRD TERM SCHOOL HOLIDAY ( 1 DECEMBER – 31 DECEMBER 2019)