INTERNATIONAL ADVANCED LEVEL

INFORMATION
TECHNOLOGY
Unit 4 - WIT14
SCHEME OF WORK
Pearson Edexcel International Advanced Subsidiary in Information Technology (XIT11) Pearson
Edexcel International Advanced Level in Information Technology (YIT11)
First teaching September 2018 First examination from June 2019
First certification from August 2019 (International Advanced Subsidiary) and August 2020
(International Advanced Level)
INTRODUCTION
The following scheme of work provides an overview of the content of the 2018 International Advanced Level Information Technology
and shows how the content could be taught as a guideline approach only.

It should be adapted by schools to fit their timetabling and staffing arrangements. It is based upon a two-year delivery model where
all IAS content is being taught in the first year and the remaining IA2 content in the second year.

The scheme of work is broken up into units and topics, so that there is greater flexibility for moving topics around to meet planning
needs.

It includes:

● Recommended teaching time for topics, though of course this is adaptable according to individual teaching needs
● Classroom activities, teaching points and suggested teaching resources
● Objectives for students at the end of the topic area and integrated Transferable Skills* that are being developed.

The number of guided learning hours for Advanced Level is 360. Tutors should be aware that the estimated teaching hours are
approximate and should be used as a guideline only.
Unit 4
(Refer also to the specification and the delivery and assessment guidance in the
Getting Started Guide)

The scheme of work anticipates that students will have already completed these topics.
Alternatively, tutors can add the topics to this scheme of work where appropriate.
Unit 1 – Topic 5: Data and Databases Unit 3 – Topic 12: Manipulating data

 5.2 Structured data  12.1 Data integrity

 5.3 Structured query language (SQL)  12.2 Data normalisation
Note
 Topic 17 is not covered in isolation. It is automatically covered as part of the other topics. Other than the direct reference to 17.1 in Week 1
there are no references to this topic.
 Weeks 1 to 4 do not involve the creation of a database. They are designed to enable the students to learn the underpinning logic.
 Topic 19.4 has not been included as an isolated topic. It is covered as part of the other evaluation topics within the scheme of work.
 Whist teacher resources and student activities have been provided, the tutor could choose to replace these with their own
resources/activities or edit them as they see fit.
 Solutions given are examples only. There are many ways of achieving the same outcome. Tutor/Students do not need to use these solutions.
 The teacher resources specified can be found here
 The student activities specified can be found here

Week Topic area/aims/learning Exemplar classroom activities/teaching points/suggested teaching resources Integrated
outcomes Transferable Skills
1 17.1 Database Activity 1a: Why database software  Communication
applications Tutor to discuss reasons why database software is used to hold and manipulate  Adaptive learning
17.1 Understand why data, for example:  Adapting prior
database software is used to knowledge, skills
hold and manipulate data.  you can query (ask questions of) data in a database easily and experience of
 you can lookup up data IT to deal with new
18.2 Berrymill data  you can relate data situations/contexts
structures  you can create meaningful reports
18.2.1 Understand the need  they can handle very large data sets
for and function of relational  multiple users can use them.
data structures.
Students to work in pairs or small groups to discuss:
18.3 Data entry and
validation  databases they think they use
18.3.1 Understand the need  databases they don’t use but may hold data about them.
to ensure that stored data is
suitable for processing and Pairs/groups to report to whole class.
the methods used to achieve
it. Resources
  https://www.bbc.co.uk/bitesize/guides/z8yg87h/revision/4
 https://www.liquidweb.com/blog/ten-ways-databases-run-your-life/
 https://www.quora.com/What-are-some-examples-of-databases-we-
interact-with-every-day

Activity 1b: Why database software?

Tutor to discuss impact of life without a database for a particular area, for
example policing.

Students to work in pairs of small groups to discuss the impact on an area of

life without databases. For example:

 education
 gaming
 social media
 health care
 library
 government

Pairs/groups to report to whole class.

Resources
 https://www.interpol.int/en/How-we-work/Databases/Our-17-databases
 https://www.teach-ict.com/gcse_new/databases/uses_of_databases/
miniweb/pg3.htm

Activity 1c: Why database software?

Tutor to discuss an example of a database that will hold data about the
students, for example, school/college management information system (MIS).

Students to work in pairs of small groups to answer these questions:

1. Give examples of data that the database will hold

2. Give examples of queries/questions that could be needed
3. Give examples of reports that could be needed
4. Give examples of the users who would need to use the database

Pairs/groups to report to whole class.

Activity 1d: Flat file databases

Tutor to discuss/demonstrate a flat file database. Tutor could use the database
provided in the tutor resources.
  Flat file database stores data in a single table
 Made up of columns and rows
 column headings – attributes/fields
 column – single item of data
 row – tuple/record
 Data redundancy
 Anomalies
 insert
 update
 delete
 Problems
 storage
 speed of access

Students to work individually or in pairs/small groups to complete Activity 1d.

Resources
 Tutor flat file database
 Student Activity 1d
 https://study.com/academy/lesson/flat-file-database-definition-
example.html
 https://www.defit.org/data-redundancy/
 https://databasemanagement.fandom.com/wiki/Category:Data_Anomalies
 https://opentextbc.ca/dbdesign01/chapter/chapter-10-er-modelling/
Activity 1e: Introduction to Berrymill databases
Tutor to discuss/demonstrate how a Berrymill database minimises data
redundancy and eliminates anomalies. This is just an introduction so
terminology can be kept to a minimum. Tutor could use the Berrymill database
and the Berrymill school scenario provided in the tutor resources.

 Tables are related through keys

 Related data is stored in one table only
 Data in one table can be accessed from another through its key

Students to work individually or in pairs/small groups to complete Activity 1e.

Resources
 Tutor Berrymill database (BerrymillDatabase.accdb)
 Tutor Berrymill school scenario
 Student Activity 1e
2 18.1 Structuring data Activity 2a: Database design. Structuring data  Communication
18.1.1 Be able to construct Tutor to define and discuss:  Adaptive learning
and amend relational  Adapting prior
databases in terms of:  entity knowledge, skills
a. tables  name can be useful when naming tables and experience of
b. records  becomes a record (row) in a table IT to deal with new
 c. fields  attribute situations/contexts
d. relationships.  name can be useful when naming fields
 becomes a field name (column heading)
18.1.2 Be able to use  relationships
appropriate data types when  1:M (one to many)
structuring data:  M:N (many to many) cannot be implemented in a Berrymill database.
a. text (limited length, A link/junction/intermediary table needs introducing to solve the M:N
unlimited length, relationship.
memo)  1:1 (one to one)
b. number (byte,  keys
integer, long integer, o primary (uniquely identifies a record in the table, can only have 1
double, decimal) primary key per table)
c. date/time o composite primary (combination of fields to uniquely identify a
d. currency record in the table, can only have 1 composite primary key in a
e. Boolean (yes/no, table)
on/off, true/false). o foreign (field in one table that is a primary key in another, can
have multiple foreign keys in a table)
18.1.3 Be able to format  referential integrity
data types using common o accuracy and consistency of data within a relationship
and customised formats. o e.g. changing a primary key in one table must cascade through to
all relevant foreign keys
18.3 Data entry and
validation Students to work individually to complete Activity 2a.
18.3.1 Understand the need Students to check their work with another classmate and discuss any
to ensure that stored data is differences.
suitable for processing and Tutor to discuss answers.
the methods used to achieve
it. Resources
 Student Activity 2a
 https://database.guide/the-3-types-of-relationships-in-database-design/
 https://www.guru99.com/dbms-keys.html
 https://www.quora.com/What-is-the-difference-between-primary-key-
composite-key-and-foreign-key
 https://www.techopedia.com/definition/1233/referential-integrity-ri

Activity 2b: Database design. Data types

Tutor to define and discuss data types including:

 text
 limited length (short text = 255 characters, can be limited further by
specifying a field size)
 unlimited length/memo
 number
  byte
 integer
 long integer
 double
 decimal
 AutoNumber
 date/time
 currency
 Boolean (yes/no, on/off, true/false).

Students to work individually to complete Activity 2b.

Students to check their work with another classmate and discuss any
differences.
Tutor to discuss answers.

Resources
 Student Activity 2b
 https://support.office.com/en-us/article/introduction-to-data-types-and-
field-properties-30ad644f-946c-442e-8bd2-be067361987c

Activity 2c: Database design. Formats

Tutor to define and discuss common formats (customised formats will be
covered later in the scheme of work) including:

 numeric formats
 general number
 fixed (with and without decimal places)
 standard
 percent
 currency (with and without decimal places)
 date and time formats
 general date
 long date
 medium date
 short date
 long time
 medium time
 short time
 Boolean
 Yes/No
 True/False
 On/Off

Students to work individually to complete Activity 2c.

Students to check their work with another classmate and discuss any
differences.
 Tutor to discuss answers.

Resources
 Student Activity 2c
 https://support.office.com/en-us/article/introduction-to-data-types-and-
field-properties-30ad644f-946c-442e-8bd2-be067361987c

3 18.1 Structuring data Activity 3a: Length of data checks  Communication

18.1.3 Be able to format Tutor to discuss and demonstrate field sizes. The Berrymill database and  Adaptive learning
data types using common Berrymill school scenario could be used for this. To include:  Adapting prior
and customised formats. knowledge, skills
 only suitable for text fields and experience of
18.3 Data entry and  limits number of characters that can be input IT to deal with new
validation  only suitable for text fields situations/contexts
18.3.1 Understand the need  some text fields will have an exact length where there will never be more
to ensure that stored data is or less characters e.g. passport number UK should be a short text data
suitable for processing and type with 9 characters
the methods used to achieve  some will have a best guess length e.g. first name
it.  are not entirely user-friendly e.g.do not produce an error message if the
user tries to input more characters
18.3.2 Be able to use  could be used in combination with other validation techniques e.g. length
validation techniques that check as validation rule with a suitable error message
can be used to ensure data
accuracy: Students to work individually to complete Activity 3a - Weekend Run Club. They
a. presence check will add to this for activities 3b to 3f.
b. range check
c. lookup check Resources
d. list check  Student Activity 3a - Weekend Run Club
e. format (picture)  Tutor Berrymill database
check  Tutor Berrymill school scenario
f. length of data check  http://en.tekstenuitleg.net/articles/software/access-validation-rule-tutorial/
list-of-access-validation-rules
18.3.3 Be able to construct
appropriate error messages
that give users appropriate Activity 3b: Database design. Format (picture) checks and input masks
and helpful feedback as to Tutor to discuss and demonstrate format checks and input masks. The Berrymill
the nature of the problem. database and Berrymill school scenario could be used for this. To include:

18.3.4 be able to use  input masks used to force the user to input data in a particular format
techniques to aid and  ignored if data is imported
improve the quality of data  pre-defined input masks
entry.  custom input masks
a. user help  are not entirely user friendly e.g. do not produce error message
b. input masks  could be used in combination with or replaced by other validation
techniques e.g. validation rule and validation text with a suitable error
message
Students to work individually to identify and specify suitable input masks in
their Activity 3a – Weekend Rub Club.

Resources
 https://support.office.com/en-us/article/control-data-entry-formats-with-
input-masks-e125997a-7791-49e5-8672-4a47832de8da

Activity 3c: Database design/ Presence checks

Tutor to discuss and demonstrate presence checks. The Berrymill database and
Berrymill school scenario could be used for this. To include:

 ensure data has to be present

 why setting ‘Required’ to yes is not appropriate (error message is not user
friendly)
 using a validation rule with validation text to ensure error message can be
customised (Is Not Null)
 should only be used on fields where there has to be data when the record
is created
 must include suitable error message
 could be used in combination with other validation techniques

Students to work individually to identify and specify suitable presence checks in

their Activity 3a – Weekend Rub Club.

Resources
 Tutor Berrymill database
 Tutor Berrymill school scenario
 https://support.office.com/en-us/article/control-data-entry-formats-with-
input-masks-e125997a-7791-49e5-8672-4a47832de8da

Activity 3d: Database design. Range checks

Tutor to discuss and demonstrate range checks. The Berrymill database and
Berrymill school scenario could be used for this. To include:

 number ranges
 date ranges
 combinations of
 greater than or equal to (>=)
 less than or equal to (<=)
 greater than (>)
 less than (<)
 BETWEEN lower limit AND upper limit
 must include suitable error message

Students to work individually to identify and specify suitable range checks in

 their Activity 3a – Weekend Rub Club.

Resources
 Tutor Berrymill database
 Tutor Berrymill school scenario
 https://support.office.com/en-us/article/restrict-data-input-by-using-
validation-rules-b91c6b15-bcd3-42c1-90bf-e3a0272e988d

Activity 3e: Database design. List check/value lookup check

Tutor to discuss and demonstrate value lookups. The Berrymill database and
Berrymill school scenario could be used for this. To include:

 only used where there is a limited range of options

 not used on foreign keys
 combo boxes
 list boxes
 limiting to list

Students to work individually to identify and specify suitable value lookups in

their Activity 3a – Weekend Rub Club.

Resources
 Tutor Berrymill database
 Tutor Berrymill school scenario
 https://support.office.com/en-us/article/control-data-entry-formats-with-
input-masks-e125997a-7791-49e5-8672-4a47832de8da

Activity 3f: Database design. Table lookup check (foreign keys)

Tutor to discuss and demonstrate table lookup checks for foreign keys. The
Berrymill database and Berrymill school scenario could be used for this. To
include:

 used on foreign keys to provide combo box of options

 limit to list specified to yes

Students to work individually to identify and specify suitable table lookups in

their Activity 3a – Weekend Rub Club.

Resources
 Tutor Berrymill database
 Tutor Berrymill school scenario

4 18.1 Structuring data Activity 4: Database design. Consolidation  Communication

Tutor to discuss methods of studying a scenario and dataset. Tutor could use  Adaptive learning
 18.3 Data entry and Berrymill school scenario and Berrymill data set for this. For example:  Adapting prior
validation techniques knowledge, skills
 studying scenario to determine and experience of
19.1 Using database  possible tables IT to deal with new
software  possible fields and the tables they belong in situations/contexts
 possible validation
19.1.6 Be able to import  import data set(s) to study
data from external  possible tables
sources: .txt  possible fields and the tables they belong in
 possible validation
 complete table designs for each table

Students to work individually to complete Activity 4 - Wallsherpool

 study a scenario and data set

 determine
 entities/tables
 fields/attributes
 primary keys
 foreign keys
 relationships
 data types
 validation including (where suitable):
o presence checks
o range checks
o length of data check
o format (picture) check including input masks
o table lookup check
o value list check
o suitable user help in the form of error message

Resources
 Tutor Berrymill database
 Tutor Berrymill school scenario
 Student Activity 4 - Wallsherpool

5 18.1 Structuring data Activity 5: Database implementation. Building tables and relationships  Communication
Tutor to demonstrate/discuss constructing a Berrymill database. There are a  Adaptive learning
18.2 Relational data number of different methods. This is one example:  Adapting prior
structures knowledge, skills
18.2.2 be able to implement  data set(s) imported into Access and experience of
the features and attributes  imported data set copied and pasted (structure only) for each table that is IT to deal with new
of data relationships in required situations/contexts
terms of:  fields not required deleted from each table
a. relationships (many-  data types assigned
to-one, many-to-  primary keys assigned
 many, one-to one)  validation assigned
b. primary, foreign and  referential integrity enforced
composite keys  use append queries to append data from data set(s) into relevant tables
c. referential integrity (always the 1 side of the relationship before the M side of the relationship)

18.3 Data entry and Students to work individually to build a database based on their completed
validation techniques Activity 4 - Wallsherpool.

19.1 Using database Resources

software  Student Activity 4 - Wallsherpool
19.1.1 Be able to update,  Student Creating a database
insert, modify and delete
data

19.1.2 Be able to create

Berrymill data structures to
handle given data sets
19.1.6 Be able to import
data from external sources:
.txt

6 18.1 Structuring data Activity 6: Database implementation: Building tables and  Communication
relationships. Consolidation Activity  Adaptive learning
18.2 Relational data Tutor to facilitate database structure consolidation activity.  Adapting prior
structures knowledge, skills
Students to work individually to build a database from Activity 6 – Cinema Club and experience of
18.3 Data entry and scenario and data sets. Note: the table design template has been taken out of IT to deal with new
validation techniques the activity. Students are not tested on their ability to complete a table design situations/contexts
template.
19.1 Using database
software Resources
 Student Activity 6 - Cinema Club

Activity 7: Database implementation: Building tables and

relationships. Consolidation Activity

Tutor to facilitate database structure consolidation activity.

Students to work individually to build a database from Activity 7 – Raptshia

scenario and data set.

Resources
 Student Activity 7 - Raptshia
7 19.1 Using database Activity 8: Queries  Communication
software Tutor to discuss/demonstrate query criteria. Tutor could use Berrymill school  Adaptive learning
scenario and Berrymill data set for this. For example:  Adapting prior
19.1.3 Be able to retrieve knowledge, skills
data for specific purposes:  exact match e.g. student with passport number MQ2416179 and experience of
queries  Boolean e.g. all the students who do not yet have parental consent IT to deal with new
 equal to (=) e.g. all the students who chose to pay in 1 instalment situations/contexts
19.2.2 Be able to create  sort single ascending/descending
system outputs for a  wildcards e.g.
database solution that aid  all the students with postcodes beginning with FE
users effectively:  all the students with addresses that include Road
data tables  greater than/greater than or equal to (>, >=) e.g.
 all students who have chosen to pay in more than 1 instalment
19.1.4 Be able to construct  all the students who were born on or after 22/04/2003
calculated fields in queries  less than/less than or equal to (<, <=, BETWEEN AND) e.g.
and reports to generate  all the students who have chosen to pay in less than 3 instalments
meaningful information and  all the students who were born before 22/04/2003
solve problems  OR e.g.
 all the students who have chosen to pay in 2 or 3 instalments
19.1.5 Be able to output  all the students whose emergency contact is either a father or
data in appropriate formats grandfather
to suit intended purpose and  AND e.g.
user.  all the students who have parental consent and whose emergency
contact is their guardian
 all the students who are visiting the Eiffel Tower on the 15/03/2020
(demonstrate using more than one table)
 NOT e.g.
 All the students who have chosen not to visit the Eiffel Tower on the
15/03/2020

Students to work in pairs using their Wallsherpool database (completed in

activities 4 and 5) to complete Activity 8 – Wallsherpool Queries. The database
has also been provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Student Activity 8 – Wallsherpool Queries
 Tutor Activity 8 – Wallsherpool Queries database

Activity 9: Aggregate Function Queries

Tutor to demonstrate/discuss aggregate function queries. Tutor could use
Berrymill school scenario and Berrymill data set for this. For example:

 naming calculated fields (name of new field:followed by existing name of

field)
  min e.g. lowest payment amount made
 max e.g. highest payment amount made
 count e.g. number of payments made
 sum e.g. sum of payments made
 avg e.g. average of payments made. Force display to 2 decimal places
 where e.g. count of visits to the Eiffel Tower (included in Berrymill
database)

Note the queries have been provided in the Berrymill database.

Students to work individually using their Wallsherpool database to complete

Activity 9 – Wallsherpool Queries. The database has also been provided in the
tutor resources folder.

Resources
 Tutor Berrymill database
 Student Activity 9 – Wallsherpool Queries
 Tutor Activity 9 – Wallsherpool Queries database

Activity 10: Calculated Queries

Tutor to demonstrate/discuss calculated queries. Tutor could use Berrymill
school scenario and Berrymill data set for this. For example:

 addition e.g.
 total amount that has already been paid for the trip plus £1200 for
the three teachers who are going on the trip.
 subtraction e.g.
 payment amount outstanding for students who have not paid the full
amount
 multiplication e.g.
 total amount of insurance paid plus 3 x £15 for the three teachers
who are going on the trip
 division e.g.
 thinking of changing instalments so that equal amount has to be paid
in each. Query to find out instalment amount.
 dates e.g.
 age of students
 days since visit to Eiffel Tower on the 15/03/2012
 weeks since visit to Eiffel Tower on 15/03/2012
 months since visit to Eiffel Tower on the 15/03/2012
 years since visit to Eiffel Tower on the 15/03/2012

Note the queries have been included in the Berrymill database.

Students to work individually using their Wallsherpool database to complete

 Activity 10 – Wallsherpool Queries. The database has also been provided in the
activities folders as a new table has been added.

Resources
 https://www.techonthenet.com/access/functions/date/datediff.php
 Tutor Berrymill database
 Student Activity 10 – Wallsherpool Queries and Database
 Tutor Activity 10 – Wallsherpool Queries database

8 19.1 Using database Activity 11: Conditional Queries (iif)

software Tutor to demonstrate/discuss iif statements in queries. Tutor could use
Berrymill school scenario and Berrymill data set for this. For example:
19.1.3 Be able to retrieve
data for specific purposes:  iif statements e.g.
queries  if a student is going to pay in 1 instalment then they will get a 10%
discount on the £400 cost of the trip.
19.1.4 Be able to construct  If a student has not yet paid £400 then display standard payment
calculated fields in queries message “You must pay the balance within 7 days” otherwise
and reports to generate display “You have fully paid – thank you”)
meaningful information and  two column query only; number of students aged 16, number of
solve problems students aged 17.

19.1.5 Be able to output Note the queries have been included in the Berrymill database.
data in appropriate formats
to suit intended purpose and Students to work individually using their Wallsherpool database to complete
user. Activity 11 – Wallsherpool Queries. The database has also been provided in the
tutor resources folder.

19.2 User interface Resources

 Tutor Berrymill database
19.2.2 Be able to create  Student Activity 11 – Wallsherpool Queries
appropriate system outputs  Tutor Activity 11 – Wallsherpool Queries database
for a database solution that
aids users effectively: Activity 12: Parameter Queries
reports Tutor to demonstrate/discuss parameter queries. Tutor could use Berrymill
school scenario and Berrymill data set for this. For example:

 display the student surname and total amount paid for a student
surname input as a parameter
 display the number of students who are paying the cost of their trip
within a range (input as parameters) of instalments.

Note the queries have been included in the Berrymill database.

Students to work individually using their Wallsherpool database to complete

Activity 12 – Wallsherpool Queries. The database has also been provided in the
tutor resources folder.

Resources
 Tutor Berrymill database
 Student Activity 12 – Wallsherpool Queries
 Tutor Activity 12 – Wallsherpool Queries database
 Activity 13: Action Queries
Tutor to demonstrate/discuss action queries. Tutor could use Berrymill school
scenario and Berrymill data set for this. For example:

 append queries
 if not already covered as part of importing data and creating table
structures tutors may introduce here or leave until forms are covered
as they will be used again there
 update queries e.g.
 the student county needs updating from County Durham to Tyne and
Wear
 all of the students have now paid their £15.00 travel insurance. The
insurance amount for those currently at £0 needs updating to £15.00
 delete queries e.g.
 Philip Teneur and David Popal are no longer going on the trip. They
need to be deleted

Note the queries have been included in the Berrymill database.

Students to work individually using their Wallsherpool database to complete

Activity 13 – Wallsherpool Queries. The database has also been provided in the
tutor resources folder.

Resources
 Tutor Berrymill database
 Student Activity 13 – Wallsherpool Queries
 Tutor Activity 13 – Wallsherpool Queries database

9 19.1 Using database Activity 14 – Ungrouped Reports  Communication

software Tutor to demonstrate/discuss reports. Tutor could use Berrymill school scenario  Adaptive learning
task 4 and the Berrymill database. For example:  Adapting prior
19.1.3 Be able to retrieve data knowledge, skills
for specific purposes:  single table report using the report wizard based on and experience of
reports qryAmountOutstanding IT to deal with new
 bound controls – control whose source of data is a field in a table or situations/contexts
19.1.4 Be able to construct query
calculated fields in queries  calculated control – control whose source of data is an expression. For
and reports to generate example, a SUM
meaningful information and  unbound control – control that does not have a field or expression as its
solve problems source. For example, a line or shape.
 report sections
19.1.5 Be able to output  report header
data in appropriate formats o appears once in the report at the top of the first page
to suit intended purpose and o use for calculations that apply to a field or fields for the entire
user. report that you want to appear here
 report footer
19.2 User interface o appears once at the end of the report on the last page
o use report footer for calculations that apply to a field or fields for
19.2.2 Be able to create the entire report that you want to appear here
appropriate system outputs  page header
for a database solution that o appears after the report header on the first page and then at the
aids users effectively: top of each subsequent page.
reports o do not use for calculations
o field labels belong here (unless using grouping which will be
discussed later)
 page footer
o appears at the bottom of every page and above the report footer
on the last page.
o do not use for calculations
 detail section
o printed once for every row in the record source
o can add calculations for each row if required
 formatting the report
 useful title
 useful labels
 use of white space
 setting report header colour to white
 setting alternate row background colour to white
 adding calculation controls in report footer
o suitable generated field names
o SUM formula
o formatting to currency with 2 decimal places
 conditional formatting
o background colour of AmountOutstanding should be red if the
student has not fully paid
 useful tools
o align
o size/space

Note the report has been included in the Berrymill database

(rptAmountOutstanding).

Students to work individually to complete Activity 14 – Wallsherpool Reports.

The database has been provided for the students. The database has also been
provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Tutor Activity 14 – Wallsherpool Reports database
 Student Activity 14 – Wallsherpool Reports and Database
 https://support.office.com/en-us/article/create-a-simple-report-
408e92a8-11a4-418d-a378-7f1d99c25304 (creating simple reports)
 https://www.youtube.com/watch?v=j313-eqzu_Q (conditional formatting)
 https://support.office.com/en-us/article/examples-of-expressions-
d3901e11-c04e-4649-b40b-8b6ec5aed41f (calculations)
 Activity 15 – Grouped Reports
Tutor to demonstrate/discuss reports. Tutor could use Berrymill school scenario
task 5 and Berrymill database for this. For example:

 query to generate the data for the report including:

 concatenation of surname and forename
 wildcard to search for Eiffel Tower trips
 SUM to generate total amount paid
 report based on the query
 grouped by description
 description header includes:
o description and visit date fields
o description, visit date, student name, total amount paid labels
 detail section includes student name and total amount paid fields
 description footer includes calculations for:
o overall amount paid
o average amount paid
o total students
 report footer includes calculations for:
o overall amount paid
o average amount paid
o total students
 report is formatted:
 useful title
 useful labels
 use of white space
 setting report header colour to white
 setting alternate row background colour to white
 suitable generated field names
 formatting to currency with 2 decimal places

Note the report has been included in the Berrymill database (rptEiffelTower).

Students to work individually to complete Activity 15 – Wallsherpool Reports.

The database has been provided for the students. The database has also been
provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Tutor Activity 15 – Wallsherpool Reports database
 Student Activity 15 – Wallsherpool Reports and Database
 https://www.quackit.com/microsoft_access/microsoft_access_2016/
howto/how_to_group_a_report_in_access_2016.cfm (basic grouping)
 https://support.office.com/en-us/article/examples-of-expressions-
d3901e11-c04e-4649-b40b-8b6ec5aed41f (calculations)
10-11 19.1 Using database Activity 16: Single Series Column Charts  Communication
software Tutor to demonstrate/discuss column charts. Tutor could use Berrymill school  Adaptive learning
scenario task 6 and Berrymill database for this. For example:  Adapting prior
19.1.3 Be able to retrieve data knowledge, skills
for specific purposes:  query to generate data for the chart including COUNT of students for and experience of
reports each instalment type IT to deal with new
 create report using ‘report design’ option situations/contexts
19.1.4 Be able to construct  using the ‘insert chart’ option
calculated fields in queries  selecting column chart type
and reports to generate  specifying a query as a data source
meaningful information and  chart property sheet
solve problems  legend properties – no legend on single series charts
 chart title – suitable title. Larger font than rest of chart
19.1.5 Be able to output  category axis title. suitable title, suitable font size
data in appropriate formats  primary value axis title, suitable title, suitable font size
to suit intended purpose and  primary value axis format (used to display numbers of different
user. formats. Does not need changing in this example but worth
demonstrating)
19.2 User interface  changing page layout of report to landscape
 ensuring report uses full size of page
19.2.2 Be able to create
appropriate system outputs Note the chart has been included in the Berrymill database (rptChart1).
for a database solution that
aids users effectively: Students to work individually to complete Activity 16 – Wallsherpool Charts. The
charts database has been provided for the students. The database has also been
provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Tutor Activity 16 – Wallsherpool Charts database
 Tutor Creating Single Series Column Charts
 Student Activity 16 – Wallsherpool Charts and Database
Activity 17: Multi Series Column Charts
Tutor to demonstrate/discuss column charts. Tutor could use Berrymill school
scenario task 7 and Berrymill database for this. For example:

 query to generate data for the chart including

 concatenated forename and surname
 SUM payment amount < 400
 MAX payment amount
 MIN payment amount
 create report using ‘report design’ option
 using the ‘insert chart’ option
 selecting the column chart type
 specifying a query as a data source
 chart setting options
 data
o values (Y axis) needs all three series selecting
 format
o display name – needs to be suitable for each series
 chart property sheet
 legend required, suitable font size
 chart title – suitable title. Larger font than rest of chart
 category axis title. suitable title, suitable font size
 primary value axis title, suitable title, suitable font size
 primary value axis format (change to fixed to show decimal places)
 changing page layout of report to landscape
 ensuring report uses full size of page

Note the chart has been included in the Berrymill database (rptChart2).

Students to work individually to complete Activity 17 – Wallsherpool Charts. The

database has been provided for the students. The database has also been
provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Tutor Activity 17 – Wallsherpool Charts database
 Tutor Creating Multi Series Column Charts
 Student Activity 17 – Wallsherpool Charts and Database

Activity 18: Pie Charts

Tutor to demonstrate/discuss pie charts. Tutor could use Berrymill school
 scenario task 8 and Berrymill database for this. For example:

 query to generate data for the chart including

 concatenated forename and surname
 %paid SUM payment amount / 400, formatted as percent with 2
decimal places
 create report using ‘report design’ option
 using the ‘insert chart’ option
 selecting the pie chart type
 specifying a query as a data source
 chart setting options
 legend required
 format
o display data label
 chart property sheet
 legend required, suitable font size
 chart title – suitable title. Larger font than rest of chart
 primary value axis format (change to percentage)
 changing page layout of report to landscape
 ensuring report uses full size of page

Note the chart has been included in the Berrymill database (rptChart3).

Students to work individually to complete Activity 18 – Wallsherpool Charts. The

database has been provided for the students. The database has also been
provided in the tutor resources folder.

Resources
 Tutor Berrymill database
 Tutor Activity 18 – Wallsherpool Charts database
 Tutor Creating Pie Charts
 Student Activity 18 – Wallsherpool Charts and Database

12 19.2 User interface Activity 19: User interface design  Communication

Tutor to split students into pairs/small groups to research usability and user  Adaptive learning
19.2.5 Be able to evaluate interface design for forms.  Adapting prior
the appropriateness and knowledge, skills
effectiveness of a user Pairs/groups to discuss research findings and write a list of what they think are and experience of
interface and justify features the most important considerations. IT to deal with new
in relation to a given situations/contexts
problem. Pairs/groups to report to whole class.

There are no right or wrong answers. Activities that follow will hone
understanding and appreciation of this topic.

Resources
  Tutor and Student https://www.usability.gov/what-and-why/user-
interface-design.html
 Tutor and Student https://www.ventureharbour.com/form-design-best-
practices/

Activity 20: Assessing a user interface

Tutor to explain the keyword ‘assess’ in terms of the taxonomy for the unit:

 give careful consideration to all the factors or events that apply and
identify which are the most important or relevant.
 make judgements about significance/importance.
 do not recommend improvements

Tutor to use Activity20_SampleAssessment.pdf to show an approach to

answering these questions i.e.:

 list the factors that are of importance

 assess whether the form takes each factor into account and judge the
significance

Tutor to split students into pairs to evaluate appropriateness and effectiveness

of a user interface.

Pairs to complete Activity 20 – Assessing Interface. The database has been

provided for the students. The database has also been provided in the tutor
resources folder.

Resources
 Tutor Activity20_SampleAssessment.pdf
 Student Activity20 – Assessing Interface
 Tutor and Student https://www.usability.gov/what-and-why/user-
interface-design.html
 Tutor and Student https://www.ventureharbour.com/form-design-best-
practices/
 Activity 21: Analyse a user interface and make recommendations
Tutor to explain the keywords ‘analyse’ and ‘recommend’ in terms of the
taxonomy for this unit:

 examine elements in detail (analyse)

 provide support for a course of action. (recommend)

Tutor to use Activity21_SampleAnalysis.pdf to show an approach to analysing

and making recommendations for improvements.

Tutor to split students into pairs to analyse a user interface and make
recommendations for improvement.

Pairs to complete Activity 21 – Analyse Interface. Students should use the

Activity20-User_Interface-Evaluation database in this activity.

Resources
 Tutor Activity21_SampleAssessment.pdf
 Student Activity21 – Assessing Interface
 Tutor and Student https://www.usability.gov/what-and-why/user-
interface-design.html
 Tutor and Student https://www.ventureharbour.com/form-design-best-
practices/

13-15 18.3 Data entry and o set Limit To List to Yes  Communication
validation techniques o set Allow Value List Edits to No  Adaptive learning
 removing navigation buttons (form Property Sheet, Format, Navigation  Adapting prior
18.3.4 Be able to use Buttons – No) knowledge, skills
techniques to aid and  removing record selectors (form Property Sheet, Format, Record and experience of
improve the quality of data Selectors – No) IT to deal with new
entry:  removing scroll bars (form Property Sheet, Format, Scroll Bars – neither) situations/contexts
a. dropdown lists  adding a form caption (form Property Sheet, Format, Caption
b. radio buttons  determining fields that should be automatically generated (StudentID)
c. check boxes  disabling (field property sheet, data, enabled – No)
d. automated processes
Note the form has been included in the database (frmAddStudent1).
19.2 User interface
Students to work individually to complete Activity 22 – Wallsherpool Student
19.2.1 be able to create: Form. The database has been provided for the students (Wallsherpool_Forms).
a. data entry forms to The database has also been provided in the tutor resources folder.
enter new data
b. action buttons Resources
 Tutor Berrymill database and Wallsherpool_Forms database
 Student Activity22-Wallsherpool Student Form and Wallsherpool Forms
19.2.3 Be able to create database
system outputs and user  https://www.webucator.com/how-to/how-create-form-with-the-form-
interface components that wizard-microsoft-access.cfm (creating a form using the form wizard)
support users through:  https://www.quackit.com/microsoft_access/microsoft_access_2016/
a. selecting/omitting howto/
fields how_to_change_a_form_header_background_color_in_access_2016.cfm
b. appropriate help text (removing background colour of form header)
c. meaningful error  https://www.brainbell.com/tutorials/ms-office/Access_2003/
messages Aligning_Controls_With_One_Another.htm (aligning controls)
d. sensible and  https://www.techrepublic.com/blog/microsoft-office/prevent-users-from-
meaningful data changing-data-by-using-access-form-control-properties/ (disabling fields)
entry field names  https://www.youtube.com/watch?v=0A1N-HbKuR8 (setting tab order)
e. data entry features  https://support.office.com/en-us/article/add-a-list-box-or-combo-box-
(i). dropdown 70abf4a9-0439-4885-9099-b9fa83517603 (combo boxes)
(ii). radio buttons
(iii). input masks
f. Restricting layout
g. intuitive layout
h. features of good
 design Activity 23: Automating a data entry form to enter new data
Tutor to demonstrate/discuss automation. Tutor could use Berrymill school
19.2.4 Be able to create and scenario task 1 and Berrymill database for this. For example, the StudentID
use macros to add needs to be generated and the save process automated:
functionality to user
interface objects and/or  generating the StudentID (only required if AutoNumber was not used)
shorten user processes,  automating the save process
including:  Code example 1
a. use of program flow o checking data entry is present and displaying error message if it is
to add conditional not
response (if, then, o saving the data
else) o displaying a save message
b. filter data/perform o clearing the form ready for next data entry
queries o Note the form has been included in the database
(frmAddStudent1_Automated)
 Macro example 1
o save macro created using the wizard (relies on validation being
present in the underlying table)
o adding a save message
o clearing form ready for next data entry
o Note the form has been included in the database
(frmAddStudent1_Automated_Macro_1)
 Macro example 2
o checking data entry is present and displaying error message if it is
not
o saving the data
o displaying a save message
o clearing the form ready for next data entry
o Note the form has been included in the database
(frmAddStudent1_Automated_Macro_2)

Students to work individually to complete Activity 23–Wallsherpool Student

Form. They should use the database they used in Activity 22. This database has
also been provided in the tutor resources folder.

Resources
 Tutor Berrymill database and Wallsherpool_Forms database
 Student Activity23-Wallsherpool Student Form
 Activity 24: Creating and Automating a data entry form to enter new
data
Students to work individually to complete Activity 24–Wallsherpool Production
Form. They should use the database they used in Activity 23. This database has
also been provided in the tutor resources folder.

Resources
 Tutor Wallsherpool_Forms database
 Student Activity24-Wallsherpool Student Form
16-18 18.3 Data entry and Activity 25: Creating and customising a data entry form to amend  Communication
validation techniques existing data  Adaptive learning
Tutor to demonstrate/discuss difference between data entry form and a form to  Adapting prior
18.3.4 Be able to use amend existing data. For example: knowledge, skills
techniques to aid and and experience of
improve the quality of data  should allow the user to easily find the record to edit IT to deal with new
entry:  should prompt the user to save changes if they try to leave without situations/contexts
a. dropdown lists doing so
b. radio buttons  should ensure only valid data is acceptable.
c. check boxes
d. automated processes Tutor could use the Berrymill database for this. For example:

19.2 User interface  copy and paste frmStudent1_Automated and name it

fromEditStudent_Automated
19.2.1 be able to create:  set ‘Data Entry’ to No so that the form does not open with a blank record
a. data entry forms to  set ‘Cycle’ to ‘Current Record’ so that the user cannot move to another
amend existing data record when using the tab key
b. action buttons  amend the title and labels on the form to reflect the form’s purpose i.e.
editing
 add a combo box on the form to find a record
19.2.3 Be able to create  change the caption on the save button to ‘Save Changes’
system outputs and user  add code to check whether the form is ‘Dirty’ (changes have been
interface components that made)
support users through:  remove the code that takes the user to a new record after the save has
taken place
a. selecting/omitting  edit the save message to say the edit has been saved
fields
b. appropriate help text Students to work individually to complete Activity 25–Wallsherpool Edit Student
c. meaningful error Form. They should use the database they used in Activity 24.
messages
d. sensible and Resources
meaningful data  Tutor Berrymill database and Wallsherpool_Forms database
entry field names  Tutor CreatingAnEditForm-SingleComboBox
e. data entry features  Student Activity25-Wallsherpool Edit Student Form
f. dropdown Activity 26: Creating and customising a data entry form to amend
a. radio buttons existing data
b. input masks Students to work individually to complete Activity 26–Wallsherpool Edit
 c. Restricting layout Production Form. They should use the database they used in Activity 25. This
d. intuitive layout database has also been provided in the tutor resources folder.
e. features of good
design Resources
 Tutor Wallsherpool_Forms database
19.2.4 Be able to create and  Tutor CreatingAnEditForm-SingleComboBox
use macros to add  Student Activity26-Wallsherpool Edit Production Form
functionality to user
interface objects and/or Activity 27: Creating and customising a data entry form to amend
shorten user processes, existing data
including: Students to work individually to complete Activity 27–Wallsherpool Edit
a. use of program flow Character Form. They should use the database they used in Activity 26. This
to add conditional database has also been provided in the tutor resources folder.
response (if, then,
else) Resources
b. filter data/perform  Tutor Wallsherpool_Forms database
queries  Tutor CreatingAnEditForm-TwoComboBoxes
 Student Activity27-Wallsherpool Edit Character Form
19-20 19.2 User interface Activity 28: Menus  Communication
Tutor to demonstrate/discuss menus. For example:  Adaptive learning
19.2.1 be able to create:  Adapting prior
a. menus/dashboards  meaningful menu title knowledge, skills
b. action buttons  buttons to carry out actions. For example: and experience of
 open form IT to deal with new
19.2.4 Be able to create and  open report situations/contexts
use macros to add  open query
functionality to user  radio buttons to carry out actions. For example, opening relevant form
interface objects and/or when option is selected
shorten user processes,  checking whether a user wants to print or preview a report (message
including: box and If statement)
a. use of program flow  checking whether forms, queries should open. (If statements and
to add conditional DCount)
response (if, then,
else) Tutor could use the Berrymill database for this.
b. data import/export
c. filter data/perform Students to work individually to complete Activity 28–Wallsherpool Menu. They
queries should use the database they used in Activity 27. This database has also been
d. user interface provided in the tutor resources folder.
management (e.g. Resources
open form, close  Tutor Berrymill database and Wallsherpool_Forms database
menu)  Student Activity28-Wallsherpool Menu
19.1 Using database Activity 29: Import/export
software Tutor to demonstrate/discuss different file types when importing/exporting
19.1.6 Be able to import including:
data from external sources:  import
a. .xls, .xlsx  .xls, .xlsx
 b. .csv  .csv
c. .txt  .txt (already covered)
 export
19.1.7 Be able to export  .xls, .xlsx
data to external sources:  .csv
a. .xls, .xlsx  .txt
b. .csv  .html
c. .txt  .pdf (already covered)
d. .html
e. .pdf Tutor may use the Berrymill database for this. Objects within the database can
be exported in the formats given. Data can then be imported from these
exports in the formats given.

Students to work individually to export of data from and import data to their
Wallsherpool database (Activity 28) using the formats given.

Resources
 Tutor Berrymill database
 https://blog.ip2location.com/knowledge-base/how-to-import-csv-into-
microsoft-access-database/ (importing .csv)
 https://smallbusiness.chron.com/convert-excel-documents-microsoft-
access-40490.html (importing Excel files)
https://support.office.com/en-us/article/export-data-to-excel-64e974e6-
ae43-4301-a53e-20463655b1a9 (export as Excel)
https://www.techwalla.com/articles/how-to-export-access-query-as-csv
(export as .csv)
https://www.techrepublic.com/article/turn-access-forms-into-html-pages-
in-five-steps/ (export as html)

19.2.4 Be able to create and Activity 30: Automate import/export of objects

use macros to add
functionality to user Tutor to discuss/demonstrate using embedded macros to automate the export
interface objects and/or of objects in these formats:
shorten user processes,
including:  xls, .xlsx
data export  .txt
 .html
 .pdf

Tutor may use the Berrymill database for this. Objects within the database can
be exported using embedded macros.

Students to work individually to automate the export of data their Wallsherpool

database (Activity 28) using the formats given.

Resources
 Tutor Export_Using_Macro

21-23 19.3 Testing the solution Activity 31: Testing  Communication

19.3.1 Understand the need Tutor to discuss testing including:  Adaptive learning
to test that solutions to a  Adapting prior
problem work as intended  why it is important to test solutions knowledge, skills
and are fit for purpose.  why it is important to test a solution, as it is being developed, with users and experience of
 functional testing to test the solutions work as intended IT to deal with new
19.3.2 Understand the  usability testing to test that solutions are fit for purpose situations/contexts
importance of testing as a  types of functional tests
database solution is  valid test data – data/inputs that the software product should accept
developed, with intended  invalid – data/inputs that the software product should not accept
users.  valid extreme - data/inputs that are valid but at the boundary of
acceptable
19.3.3 Be able to design and  invalid extreme – data/inputs that are valid but just outside the
carry out tests to ensure acceptable boundary
that their solution meets the  erroneous – data/inputs that are of the wrong data type.
specified requirements such
as: Students to work in pairs or small groups to answer these questions:
a. menus work correctly
b. validation checks 1. Describe the difference between functional and usability testing
prevent unacceptable 2. Give one potential consequence of not carrying out functional testing
data from being 3. Give one potential consequence of not carrying out usability testing
entered 4. A database table includes validation on a number field named Quantity.
c. outputs are complete, The Quantity must be at least 1 and below 5. Give example test data for
accurate and in the each type of functional test.
required format.
Resources
 https://www.testdevlab.com/blog/2018/07/importance-of-software-
testing/ (why testing is needed)
 https://www.ibm.com/topics/software-testing (functional and usability
testing overview)
 https://www.usability.gov/how-to-and-tools/methods/planning-usability-
testing.html (planning usability testing)

Activity 32: Test plan

Tutor to discuss and demonstrate create a test plan to carry out functional
testing of a table:

 Test number
 Purpose of test
 Type of test (valid, invalid, valid extreme, invalid extreme, erroneous)
 Test data (specific for all fields in the record)
 Expected results (specific)
Tutor could use the Berrymill database and the testing template to do this.
Students to work individually to create a test plan for the character table in the
Wallsherpool database used in activity 28.

Resources
 Tutor Berrymill database
 Tutor Berrymill_testing_template_example (note actual results should
not be discussed until Activity 31).
 Tutor testing_template
 Student Activity32_Testing_template

Activity 33: Test results

Tutor to discuss and demonstrate documenting the results of table testing:
 screenprint showing all of the test data in situ and the result e.g. error
message
 comments if test did not produce expected results
 details of how the error was amended
 screenprint of retest results.

Tutor could use the Berrymill database and the testing template to do this.

Students to swap the test plan they created in Activity 30 with another student
and carry out table testing using that plan. Students to discuss the results of
the testing with each other.

Resources
 Tutor Berrymill database
 Tutor Berrymill_testing_template_example (note actual results should
not be discussed until Activity 31).
 Tutor testing_template

Activity 32: Testing input forms

Students to work individually to create a test plan and test the form created to
add a student in their Wallsherpool database (Activity 28).

Resources
Student Activity32_Testing_template
 Activity 33: Testing edit forms
Students to work individually to create a test plan and test the form created to
edit a character in their Wallsherpool database (Activity 28).

Resources
Student Activity32_Testing_template

Activity 34: Testing menus

Students to work individually to create a test plan and test the menu created to
add a student in their Wallsherpool database (Activity 28).

Resources
Student Activity32_Testing_template

24-26 18.1 Structuring data Activity 35: Evaluating structuring data and relational data structures  Communication
18.1.4 Be able to evaluate Tutor to remind students that there are two different approaches to evaluating  Adaptive learning
the appropriateness and and the differences between the two.  Adapting prior
effectiveness of a data  analyse and recommend knowledge, skills
structure in relation to the  assess and experience of
requirements of a given IT to deal with new
scenario Tutor to explain that evaluating the structure of data (18.1) is different to situations/contexts
evaluating relational data structures (18.2) though they would tend to be
18.2 Relational data evaluated together. This is an opportunity for students to demonstrate their
structures knowledge of 18.1 and 18.2 by determining how appropriate and effective a
18.2.3 Be able to evaluate data structure and relational data structure are in terms of a given scenario.
the appropriateness and
effectiveness of a relational The tutor should provide database examples that can be evaluated through
data structure in relation to analysis and recommendations or assessment. The databases should include
the requirements of a given flaws. For example:
scenario  incorrect data types
 incorrect formats/input masks etc for the data present
18.3 Data entry and  tables based on data that has not been fully normalised
validation techniques
18.3.5 Be able to evaluate
the use of data accuracy
techniques in relation to a
given problem
Activity 36: Evaluating data entry, validation, tools and techniques
19.1 Using database Tutor to remind students that there are two different approaches to evaluating
software and the differences between the two.
19.1.8 Be able to evaluate  analyse and recommend
the effectiveness and  assess
appropriateness of selected
database tools and Tutor to explain that 18.3 and 19.1 would usually be incorporated into one
techniques used in relation evaluation.
to a given problem
 Students should work individually to assess data entry and validation
techniques used in their own final Wallsherpool database.

Student should then work in pairs to evaluate each other’s final Wallsherpool
database by analysing the database in terms of data entry and validation
techniques and providing recommendations for improvements.
27-28 All Mock exam and feedback  Communication
 Adaptive learning
Students to complete the sample assessment material. Student must ensure  Adapting prior
that screenprints are legible and that they fully show the methods they have knowledge, skills
used e.g. queries used for reports, code for forms etc. and experience of
Tutor to mark using the mark scheme and provide feedback IT to deal with new
situations/contexts
29-30 All Mock exam and feedback  Communication
Students to complete the additional sample assessment material  Adaptive learning
Tutor to mark using the mark scheme and provide feedback  Adapting prior
knowledge, skills
and experience of
IT to deal with new
situations/contexts
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