• data consists of raw facts and figures eg readings from sensors, survey facts;

• information is data which has been processed by the computer;

• knowledge is derived from information by allying rules to it;

• the need for good quality data; G.I.G.O. (Garbage In, garbage Out)

• The potential benefits of encoding data;

• the improved speed of access to data;

• the variety of output formats available;

• the potential and availability of improved services when using ICT.

• potential types of errors and understand methods for minimising the risk of errors;

• data validation techniques for single user and online systems such as range checks, format checks, presence checks and check digits;

• how to protect data from accidental destruction;

• how to protect data from deliberate damage caused by viruses and other types of malicious damage;

• how to protect stored or transmitted data from unauthorised access.

• Point of sales
• stock control
• online booking
• banking systems

• Barcodes
• POS terminals
• OMR
• MICR
• OCR
• machine-readable tags
• portable data entry (PDET)
• touch sensitive data entry devices.

• describe the services available on the Internet, such as email, online databases teleconferencing, e-commerce, telebanking, web publishing, chat lines, fax, radio, music and video broadcasting;

• describe the hardware and software needed to access the Internet;

• understand the differences between teletext and interactive services;

• describe the services obtainable through interactive digital television;

• describe the services obtainable through cellular mobile phones.

• describe the advantages and disadvantages of using newer technological forms of communication over traditional forms of communication such as the postal service and landline telephones.

• describe the hardware used in networks and the advantages and disadvantages of using networks;

• identify developments in the automated office such as the Internet and Intranets and be able to state potential uses of such developments;

• describe the facilities offered and the benefits of using software packages such as word-processing and desktop publishing software, spreadsheets, information handling software, communications software and graphic design software;

• describe new developments in interfaces such as GUIs WIMPs, Voice, Special devices such as Braille keyboards, concept keyboards and touch sensitive devices.

• State potential health hazards when using computers;

• suggest methods for prevention or reducing the risk of potential health hazards.

• the use of ICT in the home to support home learning and improve lifestyles;

• ICT based leisure activities such as home publishing, games, DVD films, computer art, interactive television services, music and sound technology;

• computer control in the home, such as alarm systems, environmental control in homes and gardens, microprocessor control in electrical appliances such as refrigerators, VCRs.

• Effects upon patterns of learning (eg attention span);

• the benefits of using ICT in aiding learning (eg for coursework, special needs, distance learning) and organising events in school.

• the use of datalogging and control in the school environment and understand the advantages and disadvantages of using this technology.

• employment
• retraining
• changes in working practices;
• teleworking;
• the economic impact of e-commerce;
• codes of practice;
• legal issues relating to hacking, spreading of viruses, computer fraud and copyright.

• use information sources and know when it is appropriate to use ICT tools to share, exchange and present information in a variety of contexts;

• apply as appropriate the concepts and techniques of using ICT to measure, record, respond to control and automate events;

• use and apply as appropriate ICT to explore develop and interpret information and solve problems in a variety of contexts and suggest hardware software and processing activities suitable for solving data handling problems;

• apply as appropriate the concepts and techniques of ICT based modelling, considering their advantages and limitations against other methods;

• Consider how the information found and developed using ICT should be interpreted and presented in forms that are sensitive to the needs of particular audiences, fit for purposes and suit the information content.

• CAD/CAM
• simulations;
• weather forecasting;
• process control;
• robotics and embedded systems;
• payroll;
• theatre and airline booking systems;
• expert systems;
• artificial intelligence;
• medicine;
• Geographical Information Systems;
• libraries;
• stock control;
• order processing.

• parity check
• double keying
• visual check

• range check
• check digits
• presence checks
• batch totals
• hash totals

• master file

• transaction file

• archive file

understand when compressed files need to be decompressed and be aware of any potential problems this may cause (the need for a decompression program to be present when viewing files)

• identify suitable sources of information, including files on disks, CD-ROMs, databases, the Internet;
• search for information using multiple criteria, including operators such as 'and', 'greater than' and tools such as search engines;
• respond to an enquiry, write a project report, help solve a problem, design or make something.

• enter and bring together information, such as 'copy and paste', or import text, images or numbers.
• explore information, for example exploring the effects of changing information in a spreadsheet model to make and test predictions;
• develop information in the form of text, images and numbers, such as link information, organise information under headings, restructure tables, generate charts and graphs from data, select records or fields and prepare reports from a database;
• derive new information, for example compare information from different sources to reach a conclusion, use formulae to calculate information such as total or average.

• select and use appropriate layouts for presenting combined information;
• present information in a consistent way;
• develop information to suit a specified purpose;
• ensure work is accurate and clear (by, for example, spell checking) and saved appropriately (within suitable folders etc)

• supervises the running of other programs;
• maximises the use of the computer's memory;
• handles inputs and outputs and the storage of data;
• handles interrupts.

• single program;
• batch processing;
• multi-programming;
• multi-access;
• multi-tasking;
• distributive;
• real time (process control);
• real time (transaction processing);
• parallel processing systems;
• interactive.

• suitable data collection techniques such as interviews, questionnaires, personal observation and existing documentation;
• data required, processing and outputs from the present system;
• the concept of a feasibility report outlining the potential costs and benefits of a new or improved computerised system;
• the features of the system which make it suitable for computerisation.

• hardware and software requirements;
• suitable controls on data and the flow of data through the system;
• suitable output reports;
• suitable security systems;
• appropriate system testing and system documentation;
• the social implications of the new system;
• environmental and health considerations;

• direct changeover;
• parallel running;
• pilot study;
• phased conversion

System evaluation (the impact on jobs in terms of retraining, redundancies and new jobs; potential social problems and methods of avoiding or resolving those problems).

• keeping the new system up to date, error free and the need to improve the system after it is implemented;
• updating user and technical documentation understanding the need for effective and well-written documentation.

It is expected that testing will take place at every stage