|QCA Unit||ICT at KS 4, Unit : Understanding IT Security/Web Page Design.|
|Year Group||Year 8||Number in class||30|
|Time for lesson||1 hour||No. of computers||15 (minimum).|
1.1a Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value.
1.1b Exploring and using new ICT tools as they become available.
1.1.c Applying ICT learning in a range of contexts and in other areas of learning, work and life.
2.1a Consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used.
2.1c Collect and enter quantitative and qualitative information, checking its accuracy.
2.2c Test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values.
2.2d Design information systems and suggest improvements to existing systems.
2.2e Use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose.
Aims/Learning Outcomes: independently research the challenges of IT security on kinds of computer networks, and design a multimedia presentation using hyperlinks to external sources of information.
All:. Will learn about the challenges of IT security on kinds of computer networks, and design a web page using hyperlinks to external sources of information.
Some: As above, and learn about the more complex features of IT security.
Keywords: acronym, client, configure, copyright, digital, disclaimer, hard disc, hard-wired network, integrated services digital network, peer-to-peer, security, server, SMTP messages, topology/topologies, wireless, user IDs/usernames.
Resources:15 networked computer terminals, internet connection, pre-prepared presentation on computer networks (see below).
Differentiation: By learning outcome, and differentiated tasks activities. Group work at different levels where the tasks are simplified/extended in terms of content and/or language for specific groups. Those in this class who are in lower ability Literacy groups to be aided by teaching support staff as available.
1. Introduction. Explain that the class (in pairs) are going to independently research the challenges of IT security on kinds of computer networks, and explain their results in a specially designed multimedia presentation/we page using hyperlinks to external sources of information. This will be designed in accordance with the applicable copyright conventions in mind, so direct quotes will be acknowledged with a citation.
In previous lessons we have learned how to design a web page. Other lessons have also discussed the implications of IT security with regard to different kinds of IT network. The purpose of this lesson is combine these two areas of knowledge and, in the process, acquire new knowledge about the changing environment of IT security.
Task 1. Using web search engines and other resources as available, research definitions for the following acronyms/names.
Lowe, N., ‘Trust no one’, Financial Times, 24th September 2008, [online], available at.
Task 2. Using the evidence you have collected, plan a web page of your own design using the tools/commands you have learned in previous sessions. (Recap/display on interactive whiteboard).
Begin by giving your web page a suitable title, i.e.
<title> ICT Security </title>
A glossary of acronyms.
Enter ‘ICT Security’ and a sub-heading, i.e. ‘An glossary of acronyms’ in the spaces indicated. In future this will appear at the top of the screen in the blue bar.
Save by going to the top of the screen and selecting Save As from the File menu. Enter the desired name, i.e. A glossary of acronyms and then type in .html as a suffix. So e the finished entry will look like this, i.e.Aglossaryofacronyms.html.
Next, choose a background colour for your webpage screen. To do this, select the code <body bcolor= “Choose a colour”>. (Ignore the incorrect spelling ‘color’ in the first part of the instruction.
Select the font style and colour you want to use on the webpage. The code for this is <Font Size?? Color???? Face=????>…………</Font>.
Vary the colour, style and size of the text in the ways learned in previous lessons.
|<B>…</B>||Changes text to Bold||Example|
|<I>…</I>||Changes text to Italic||Example|
|<U>…</U>||Underlines selected text||Example|
|<Center>…<?Center>||Centres selected text||Example|
|<BR>||Enters new line of text|
|<H1>…< H1>||Header 1||
|<H6>…< H6>||Header 6||
In each example command the text to be edited should be in the place of the three dots, i.e. <B>example text</B> example text
Plenary. Ask the class in pairs to report the results of their research into the listed acronyms and names. How do their findings compare? What is the best or most useful explanation? Compile a class glossary with agreed definitions.
Answers – for discussion in plenary.
DAASM = Direct Ascent Anti Satellite Missile. A type of military ballistic missile specifically designed to destroy satellites. Successfully tested by the People’s Republic of China in 2007, when they destroyed own of their own weather satellites. The object of this is to stop complete IT networks from working.
MTD = Maximum Tolerable Downtime. The longest period that the organisation can tolerate in terms of the loss of its IT network.
RPO Recovery Point Objectives The point in time to which work should be restored following an IT continuity incident that interrupts or disrupts an organisation.
RTO Recovery Time Objectives, i.e. the target time set for resumption of product, service or activity after an IT incident.
DRP = Disaster Recovery Plan. A set procedure designed to return systems and operations to normal after a significant IT failure.
BCP = Business Continuity Plan. A set procedure designed to limit the damage caused by an IT failure, ensuring everything runs as near to ‘normal’ as possible.
Frontbridge = Security software for LANs and WAN use. It will scan communications like SMTP messages for specific phrases and words, either rejecting them or adding a disclaimer. It also ‘enforces’ house rules relating to message size limits, mailbox size limits, and the number of recipients to whom a message can be sent.
Relevant NC Level Descriptors.
For assessment purposes, successful completion of this lesson will enable pupils to achieve the following aspects of the ICT National Curriculum Level Descriptors.
Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. This requirement will be met by the researching of IT security on the web and other sources.
They share and exchange their ideas with others. They use sequences of instructions to…achieve specific outcomes. This requirement will be met through working in pairs and in group/class discussions about the agreed definitions of the terminology associated with IT security.
Pupils add to, amend and combine different forms of information from a variety of sources. 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. This requirement will be met by achievement of this lesson’s objectives, i.e. research on IT security terminology, and the design of an information webpage.
Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. This requirement could be met by integration of information about the IT security terminology and its inclusion in an information web page of their own design.