Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a

Purpose

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan of delivery for the Cambridge ICT Starters On Track
module ‘Spreadsheets for a Purpose’. Learning objectives for the module have been arranged in a recommended teaching order but you are free to
teach them in any order to suit your local requirements and resource availability.

Several suggested activities have been given for each learning objective. Some are short introductory or revision activities and some are more
substantial learning activities. You need to choose a variety of activities that will meet the needs of your learners and cover all of the requirements of
the learning objectives. You will need to decide on the teaching time necessary for each activity, both to suit the pace of your learners and to fit the
work comfortably into your own term times.

Suggested approaches on integrating teaching on eSafety and ethical behaviour have been included. You will need to adapt these to be suitable for
the age of your learners and to include information about local policies and laws.

There is no obligation to follow the published Cambridge International scheme of work in order to deliver Cambridge ICT Starters. This document has
been created solely to provide an illustration of how delivery of this module might be planned.

Overview
The Spreadsheets for a Purpose module is part of the On Track certificate. The progression of modules that relate to this topic are shown in the
diagram below.

Initial Steps Next Steps On Track

Starting Graphs Exploring Spreadsheets Spreadsheets for a Purpose

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 On Track, Stage 1 module: Spreadsheets for a Purpose
In this module learners use spreadsheet software to create a working spreadsheet which has a clear purpose. They will work methodically through a
design and development process and will test, correct and modify the spreadsheet as they progress. Learners will create a final spreadsheet which
suits its purpose and is presented in an appropriate way for its audience. They will begin to understand how to evaluate their own spreadsheets,
including assessing how effectively the spreadsheet meets its objectives.

What is assessed in this module?

Learners will demonstrate how to:
 design a spreadsheet with a specific purpose
 create the spreadsheet
 test the spreadsheet
 modify the spreadsheet to make it suitable for its purpose
 evaluate the spreadsheet.

What do you need to teach this module?

To teach this module you will need:
 any spreadsheet software can be used to deliver this module including those that have been specifically designed for education
 a variety of prepared spreadsheets showing a range of real life possibilities
 a variety of ideas for real life spreadsheets.

Underpinning knowledge
Before commencing this module it is recommended that learners:
 have completed the Next Steps Module ‘Exploring Spreadsheets’ or know the basics of how to create a working spreadsheet
 understand that calculations can be represented as formulae.

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 General Principles and Procedures
The following are further suggestions and considerations:
 Learners will need to be supported as they move from following instructions to designing and creating something by themselves. They should
be given time to develop the new skills that they will need for this.
 Although this module provides learners with opportunities to be creative, guidance should be given so that the ideas they have are achievable
and allow them to focus upon the module objectives. This can be helped by providing tasks which are not too open-ended and by allowing time
for learners to practise using the key skills.
 Similarly, the process that learners will go through to design, create, test, modify and evaluate their spreadsheet is complex. Therefore the
scenario and design brief should be kept simple. A simple working spreadsheet which suits its objective and allows the learner to fulfil all the
Learning Objectives is better than a complex idea which the learner finds difficult to create without support.
 Providing a meaningful real-life scenario for the spreadsheet, which is of relevance and interest to the learners, is important and will help them
to better judge what to include in their design.
 Although it is not essential for the assessment of this module, learners will require knowledge of a wider range of functions to use within their
spreadsheets. It would therefore be beneficial while practising to incorporate new functions into a relevant context, so that learners can extend
the possibilities for their spreadsheet design.
 Learners will benefit from working with some formal methods for testing and evaluating their spreadsheets. These could be prepared in
advance or be created by the group, for example through class discussion activities.
 Providing examples of good design, good testing methods and sound evaluation statements will help learners to have clear objectives about
what to produce.
 Encouraging regular ‘User Testing’ and class discussions will also help learners to learn from each other.

eSafety guidance
 We recommend that each school has an Acceptable Use Policy (AUP) which describes the activities that learners can, and cannot, do when
using computers in lessons.
 Explain to learners what they should do if they feel unsafe or if inappropriate content is evident on their device.
 Further information about learner safety and responsibility can be found in section 5 of the Syllabus.

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 Learning Suggested activities to choose from Resources Comments
Objective

Design a Practical uses of spreadsheets

spreadsheet with
a specific purpose  In the following activities, learners will consider real life uses
of spreadsheets in order to develop their awareness of the
requirements of the end user for when they begin to design
and create spreadsheets of their own.

 Demonstrate some prepared example spreadsheets and  Prepared example Learners will benefit from
explain their function, but not how they were created. The spreadsheets seeing examples of
demonstration should focus upon the answer that each spreadsheets which are user
spreadsheet was designed to answer. The example friendly and look
spreadsheets should be kept simple and could include those professional, even if the
that answer the following: function of the spreadsheet is
- A currency converter, where the local currency is a very basic one.
converted to either Dollars or Euros. The output will be
determined by the amount of the local currency that is
entered.
- A cost calculator to work out the total cost for a variable
number of people to go to an event which takes account
of ticket, transport and food costs.
- An average temperature or rainfall chart which includes a
bar chart that displays the average for each month of the
year.
- A membership list for a sports club.

 In groups of four, the class should discuss each of the

demonstrated spreadsheets in turn and should consider the
following questions:
- Does each of the spreadsheets fulfill its purpose?
- Is each one easy to use, and why?
- Is there anything that could be changed to improve any
of the spreadsheets?
Each group should then feedback to the class.

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
  If appropriate, remind learners of their learning from the Next
Steps module ‘Exploring Spreadsheets’ and explain that
some of the key uses for spreadsheets are:
- to perform automatic calculations or to process numeric
data
- to track lists of data If any groups need any help
- to create charts and graphs from data with this discussion they
- to modify data and/or answer ‘what if’ scenarios. could be given scenarios
such as a shopping database
 In their groups, learners should discuss and suggest other which lists price and other
potential uses for spreadsheets and, for each one, should list criteria that would enable
the information that they would like the spreadsheet to them to make purchasing
provide for its user. choices, or a sports statistics
database that would help
 Each group should choose their best suggestion and share it them to choose players for a
with the rest of the class. fantasy team.
Design a Creating a spreadsheet
spreadsheet
with a specific  In the following activities, learners will undertake a manual
purpose sorting exercise and then design and create a simple
spreadsheet based upon the results.
Create the
spreadsheet  Divide the learners into groups of two or three and provide  small bags of different
each group with a small bag of different coloured sweets, coloured sweets, plastic
small plastic discs or beads. Give each group an identifying discs or beads
name or number.

 Ask each group to predict which colour will be the most A tally chart consists of four
common. vertical marks that are
crossed through with one
 Each group should then sort their sweets, discs or beads into horizontal mark in order to
colour groups and record the totals for each colour on a tally represent each group of five
chart. objects such as

 Each groups’ totals should then be added to a class chart

which provides the following information:  template to record and

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 - the name or number of each group display the class data
- the number of each colour sweet or disc each group
found.

 Explain to learners that they are now going to use the class
set of data to create a spreadsheet. Explain that, before they
start to create their spreadsheets, they need to agree the
contents of the design brief.

 In order to create the design brief, the class should discuss

the following questions:
- What questions do we want the spreadsheet to answer?
- What information do we need to put in our spreadsheet?
For example:
o What should the column headings be?
o What data do we want to include?
- What calculations do we need to make on the
spreadsheet?
- What results need to be produced?
The design brief produced
 By the end of the discussions the class should have a design from the class discussion can
brief that will enable them to create the spreadsheet, for be very specific. For
example: example, it could include a
- each row will have a group’s name in the first column sketch of the exact way the
- each subsequent column will have a ‘colour’ heading spreadsheet will look and
- the numbers of each colour that each group found will be detail what formulas will go
entered in the relevant cell where. This will enable
- at the bottom of each ‘colour’ column, there will be a learners to copy this brief as
formula to calculate the total for each colour. a way of refreshing their
spreadsheet skills.
 Learners should then work individually to create a  spreadsheet software
spreadsheet based upon the combined class data and upon Assist learners in their recall
the agreed design brief. of the Next Steps ‘Exploring
Spreadsheets’ module, such
 Encourage learners to also use functions, such as COUNT, as identifying and entering
AVERAGE, MEDIAN, to further analyse the data in the data into cells; entering,
copying, and modifying
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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 spreadsheet. formulae and designing a
graph.
 Learners should also create a simple bar chart or pie chart to
show the arrangement of the combined data for the colours.

 Once the spreadsheets and graphs have been created, bring

the class together to discuss the following questions:
- What have we been able to find out from the
spreadsheet?
- How was the design brief helpful?
- What modifications could we make to our spreadsheets
to make them easier to use for the end user?
Design a Introducing the phases of spreadsheet development
spreadsheet with
a specific purpose  In the following activities, learners will be introduced to the The process that learners will
five key phases of spreadsheet creation that are assessed go through in this module is
Create the during this module. complex. Therefore the
spreadsheet scenario and design brief
 Explain to learners that there are five stages that should be should be kept simple. Using
Test the followed when successfully creating a user friendly simple examples will make it
spreadsheet spreadsheet. These phases are: easier for learners to see how
- design they can effectively follow this
Modify the - create process by themselves.
spreadsheet to - test
make it suitable - modify
for its purpose - evaluate.
Learners will find it easier to
Evaluate the  Display a simple prepared spreadsheet which has versions  prepared spreadsheet produce evidence of each
spreadsheet saved to demonstrate each of these phases. with versions of it saved phase if the outcomes and
at each stage of its evidence required are clearly
 Hold a class discussion to consider each of the above development defined and if they have seen
phases to answer the following questions: good examples of these.
- What do I need to do in this phase?
- What will be the output from this phase? Creating a staged method for
- What additional information do I need before I begin to the whole class to adopt will
work on this phase? encourage learners to

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 develop good routines which
 Record the output from this discussion on a class chart,  paper for making class will then help them to
listing tasks, outcomes, evidence required and any key chart produce work independently.
additional guidance that learners will need. This chart should
then be displayed in order that learners are able to refer to it
throughout the module.
Design a Creating a simple spreadsheet using the phases of development Starting with a simple
spreadsheet with scenario will allow learners to
a specific purpose  In the following activities, learners will use the ‘class method’  class chart concentrate on the process
they devised in the previous session to create a simple but and the evidence. It will also
Create the useful spreadsheet. help them to adopt good
spreadsheet routines.
 Provide learners with a simple design brief for a  prepared design brief for
Test the spreadsheet. The brief should include the need for the a simple spreadsheet Having a simple design brief
spreadsheet spreadsheet to carry out a calculation based upon a piece of will also allow learners the
variable data that will be input by the end user. Example space to think about other
Modify the design briefs could include: design features, such as the
spreadsheet to - a carpet calculator which calculates square metres or overall presentation of their
make it suitable feet of carpet that will be required for a rectangular room spreadsheets.
for its purpose - an income calculator for a venue, such as a theatre or
sports stadium, which calculates the income generated Establishing good practice
Evaluate the based upon audience size. and encouraging learners to
spreadsheet see potential in even very
 Learners should work through each of the design phases to simple ideas will help them
produce a final version of their spreadsheet. They should develop skills which can be
save the evidence that is required to document each of the later applied to more complex
phases that their development went through. spreadsheet scenarios.

 As a further evaluative activity, learners should work in Allowing time for discussions
groups of three or four to user test and evaluate each at the end of the activities will
other’s' work. allow learners to reflect on
the new skills they have
 Each learner should then consider the ways their learned and provide them
spreadsheet could have been improved further, either as a with an opportunity to clarify
result of feedback or as a result of seeing the other any areas of difficulty.
spreadsheets, and modify their spreadsheets accordingly.

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
  Learners should write a brief explanation of what they
changed as a result of the feedback session, and why they
have made these changes.
Design a Creating a further spreadsheet using the phases of development Practise will reinforce the
spreadsheet with skills that were developed in
a specific purpose  The following activities will provide learners with a further the previous activities. The
opportunity to follow the ‘class method’ for following the spreadsheet scenarios
Create the phases to create a simple but useful spreadsheet. themselves could also be of
spreadsheet increasing levels of difficulty.
 Provide learners with a choice of design briefs for a  choice of simple design
Test the spreadsheet. Example design briefs that be used this time briefs for a spreadsheet
spreadsheet include:
- a journey cost calculator
Modify the - an event cost calculator
spreadsheet to - a part-time job pay calculator
make it suitable - a weekly temperature chart
for its purpose - a monthly rainfall chart.

Evaluate the  Learners should work through each of the design phases to Remind learners to provide
spreadsheet produce a final version of their spreadsheet. They should all the evidence for the five
save the evidence that is required to document each of the phases as part of their
phases that their development went through. spreadsheet development
process. By making this a
 Once their spreadsheet and their self-evaluation is fully routine part of the
complete, learners should write an information sheet about development, learners will
their document. The information sheet should include the adopt good working practices
following information: and are more likely to spot
- the title of their spreadsheet errors.
- one sentence to explain what their spreadsheet was
designed to do
- one thing that they modified to make it better after they
had tested it
- one sentence which explains how the spreadsheet works
- one sentence to explain how it could be made better.
Evaluate the Evaluating spreadsheets During evaluation and
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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 spreadsheet feedback sessions, it is
 During the following activities, learners will consider the important that learners see
process of evaluation and will apply agreed principles to this as a positive process by
evaluate the spreadsheets that were produced during the allowing time for discussion
last group of activities. and for modifications to be
made.
 Hold a class discussion to consider the following questions:
- What makes a good evaluation? Writing down simple
- What are we looking for? evaluation statements about
- How should negative feedback be presented? the work of others will help
- What is the purpose of positive feedback? learners do the same for their
own work.
 The class should use the output from these discussions to
devise an evaluation sheet which can be used to consider Encourage learners to make
the spreadsheets that each learner created during the last both positive comments and
group of activities. The evaluation sheet template should suggestions for improvement.
allow space for writing against each of the chosen evaluation
criteria. Avoid learners giving marks,
percentages or ticks as a
 Learners should use the evaluation sheet template to  learners’ completed means of evaluation. Explain
evaluate each other’s work. They can leave their own spreadsheets and that such an approach will
information sheets, produced at the end of the last group of information sheets from not provide each developer
activities, next to the computer which displays their own previous session with the constructive
spreadsheet. Learners move around the room, to complete information that they will
an evaluation sheet for each spreadsheet they view, they need to be able to improve
should each try to evaluate at least five spreadsheets. their work.

 Allow learners ten minutes to consider the evaluations that

they have received and then hold a class discussion to
consider the following two questions:
- How are the evaluation comments helpful?
- What changes would you like to make to your
spreadsheet as a result?

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Scheme of Work – Cambridge ICT Starters On Track, Spreadsheets for a Purpose
 Assessment ideas
To show how the Assessment idea fully incorporates the learning objectives tested, the assessment idea is cross-referenced with the learning
objective table below.

Assessment Idea One

Design a spreadsheet to calculate the cost of a trip for a class to go to a concert. (Items, number of learners and costs can be given). Your
spreadsheet should be able to answer the question ‘How much will each learner have to pay?’.
Make a design (sketch and brief notes) for your
spreadsheet showing how it will be arranged and what calculations (formulae) you will use. (1) Create your spreadsheet (2). Show evidence of how
and what you have tested in your spreadsheet (3). Write down any modifications you need to make after testing your spreadsheet to make it better (5)
and make the modifications (4). Write a sentence to explain how your spreadsheet answers the question ‘How much will each learner have to pay?’
(1) and another sentence to explain what you could do to improve your spreadsheet (5).

Stage 1 Module – Spreadsheets for a Purpose

1 Design a spreadsheet with a specific purpose
2 Create the spreadsheet
3 Test the spreadsheet
4 Modify the spreadsheet to make it suitable for its purpose
5 Evaluate the spreadsheet

Teachers should retain the following evidence for moderation:

 copy of original assignment
 learners own design for the spreadsheet
 learners saved spreadsheet (or printed with formulas) including any charts
 learners evidence of testing and checking – this may be an annotated printout or a marked 
checklist produced by the learners (or teacher
evidence)
 learners written evaluation
 learners saved modified spreadsheet (or printed without formulas).

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Scheme of Work – Cambridge ICT Starters On Track, Documents for a Purpose