1. THIS IS TO EVIDENCE YOUR WORK AND GET THE BEST GRADE POSSIBLE
You will show how you used the skills learnt in this Unit of Work.
By taking screen shots of your database
Inserting text boxes and explaining what you did, how you did it and why
More details/text & screen shots means it will be easier for you to remember in the future. It may also get you more marks, so add more slides if you need to
DELETE THIS SLIDE BEFORE HANDING IN

2. Database Evidence and Evlauation
Add your name and class
You can change the theme, font etc of this presentation if you want

3. Please give an example and a one sentence definition of each of the following keywords (use your database as an example is you want)
Terminology
Cell
Column
Row
Data Validation
Conditional Formatting
Count If Formula
Worksheets
Hyperlink
Menu

4. Example (for databases)
THIS IS AN EXAMPLE, FROM YEAR 9 DATABASES.
DELETE THIS SLIDE BEFORE HANDING IN
My validation in the HouseName field only accepts the validation rule and if something else is typed in then the error message will be displayed.
This helps cut down on any data entry mistakes

5. CountIf Formula

6. Design of your Booking system

7. Design of your Finance Page

8. Data Validation (Drop down lists)

9. Conditional Formatting

10. Formatting of cells (currency etc)

11. Design of your Menu

12. Anything Else you did well (add more slides if needed)
PS. Don’t forget to delete all the yellow “stickies” and instructions slide before submitting

13. Now please save this, close it, and then submit to the following link on the VLE:
view.php?id=8833
If there are any issues with the above link, you can it to me at:

14. select and use information communication Computational thinking
Problem solving
Evaluate 8
Students can independently select appropriate information sources and ICT tools for specific tasks. They take into account ease of use and suitability.
Students can design successful ways to collect and prepare information for processing and communicating.
Students can design and implement systems for other to use.
Students can take part in informed discussions about the social, economic, ethical and moral issues raised by ICT. 7
They select and use information to develop systems suited to work in a variety of contexts, translating enquiries expressed in ordinary language into the form required by the system.
Students can combine information from a variety of ICT-based and other sources for presentation to different audiences
Students can design and implement systems. Students can develop, test and refine sequences of instructions as part of an ICT system to solve problems.
They are able to scope the information flow required to develop an information system.
They make use of audience and user feedback to refine and enhance their ICT solutions. Students can take part in informed discussions about the use of ICT and its impact on society. 6
Select: Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. Use: Students can develop and refine their work to enhance its quality, using a greater range and complexity of information.
Students can present their ideas in a variety of ways and show a clear sense of audience.
They develop, try out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines where appropriate. They can use ICT-based models to make predictions and vary the rules within the models.
Students can plan and design ICT based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.
Students can evaluate and discuss the impact of ICT on society. They can plan and review their work, creating a portfolio of digital evidence of their learning. 5
Select: Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. Use: They use ICT to organise, store and retrieve information using logical and appropriate structures. They use ICT safely and responsibly.
They use ICT to organise, store and retrieve information using logical and appropriate structures. They exchange information and ideas with others in a variety of ways, including using digital communications.
They create sequences of instructions and understand the need to be precise when framing and sequencing instructions. They explore the effects of changing the variables in an ICT-based model.
They can combine ICT tools within the overall structure of an ICT solution.
They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses 4
Select: Pupils combine and refine different forms of information from various sources. Pupils understand the need for care in framing questions when collecting, finding and interrogating information.
They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using digital communication. They understand the risks associated with communicating digitally, including the security of personal information.
Students can plan and test sequences of instructions. They can use ICT-based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions.
They use ICT to organise, store and retrieve information.
They evaluate and compare their use of ICT with other methods and with its use outside school.