2016 Suite

Cambridge TECHNICALS LEVEL 3

IT
Unit 1
Fundamentals of IT

M/507/4999
Guided learning hours: 90
Version 4 February2017
*changes indicated by black vertical line

ocr.org.uk/it
Version 4: Issued February 2017

LEVEL 3

UNIT 1: Fundamentals of IT

M/507/4999

Guided learning hours: 90

Essential resources required for this unit: none

This unit is externally assessed by an OCR set and marked examination.

UNIT AIM

A sound understanding of IT technologies and practices is essential for IT professionals.

Information learnt in this unit will provide a solid foundation in the fundamentals of
hardware, networks, software, the ethical use of computers and how business uses IT.

After completing this unit, the knowledge, skills and understanding you have developed will
underpin your study for the additional units.

Knowledge gained in the study of this unit will also help prepare you for relevant industry
qualifications such as CompTIA A+, CompTIA Mobility+ and Cisco IT Essentials.

Amendments made to this document will be indicated with a black line.

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TEACHING CONTENT

The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades.
Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative.

For externally assessed units, where the content contains i.e. and e.g. under specific areas of content, the following rules will be adhered to when we set
questions for an exam:
• a direct question may be asked about unit content which follows an i.e.
• where unit content is shown as an e.g. a direct question will not be asked about that example.

Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

1. Understand computer 1.1 Computer hardware, i.e.: Learners should know about the different types of
hardware • input devices computer hardware required for a variety of computer
• output devices systems.
• communications devices
• benefits (e.g. integrated devices make portable This should lead into learners developing their
devices simpler to use) understanding of their benefits, limitations and uses.
• limitations (e.g. voice recognition performs poorly in
noisy environments)
• uses (e.g. membrane keyboard could be used in
harsh physical environments)

1.2 Computer components, i.e.: Learners should know about the component parts of a
• processors computer system and their characteristics.
• motherboards
• storage (i.e. hard drive, solid state, flash, internal, This should lead into learners developing their
removable, SAS, SCSI, portable, Cloud) understanding of the purpose of each component.
• ports (i.e. USB, Firewire, SATA, Network, Fibre
Channel)
• memory (i.e. RAM, ROM, cache)

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• expansion cards (i.e. sound, network, graphics,
storage controller, fibre channel)
• power supplies
• characteristics
• purpose

1.3 Types of computer system, i.e.: Learners should know about the different types of
• desktop/server computer systems.
• tablet/hybrid
• smartphone This should lead to an understanding of where and how
• embedded system/Internet of Things (e.g. cars, they are used, benefits and limitations of each type of
home appliances, etc.) computer system and a justification of a suitable system
• mainframe in a given context.
• quantum
• uses (e.g. tablet device can be used when Learners should be aware that some devices feature
travelling due to physical properties) embedded systems, such as modern cars, washing
• benefits (e.g. desktop computer can have a large machines and other home appliances.
screen which can improve productivity)
• limitations (e.g. mainframes can be expensive to
purchase and maintain)

1.4 Connectivity methods, i.e.: Learners should know about different connectivity
• copper methods and their characteristics.
• fibre
• wireless technologies (i.e. Bluetooth, WiFi, This should lead to an understanding of their purpose
microwave, infrared, laser, Satellite, GSM, 3G/4G and justification of different methods within a given
and future technologies) context.
• characteristics
• purpose

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

1.5 Communications hardware, i.e.: Learners should know about different communications
• hub hardware and their characteristics.
• switch
• router This should lead to an understanding of their purpose
• modem and use.
• wireless access point
• combined/hybrid devices Learners should be aware of the difference between a
• characteristics combined or hybrid device, which often provides the
• purpose and use functionality of a modem, router, switch and wireless
access point in one device, and the individual devices.
1.6 Hardware troubleshooting, i.e.:
• identifying hardware faults Learners should know about the process needed to
• troubleshooting tools troubleshoot common hardware problems as well as the
• documentation/fault management documentation involved.

1.7 Units of measurement, i.e.: Learners should know about the units of measurement
• bit, nibble, byte used in IT.
• metric (i.e. kilo, mega, giga, tera, peta)
• binary (i.e. kibi, mebi, gibi, tebi, pebi) This should lead to an understanding of how to convert
• comparison in sizes between metric and binary between the different number systems.
measurements. e.g. 1 kilobyte = 1000 bytes vs
1024 bytes

1.8 Number systems, i.e.:

• binary
• decimal
• hexadecimal

1.9 Number conversion, i.e.:

• converting between binary, decimal and
hexadecimal

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

2. Understand computer 2.1 Types of software, i.e.:

Learners should know about different types of software
software • open source
and their characteristics.
• closed source
• off the shelf
This should lead to an understanding of the use and
• bespoke
justification of different types of software within a given
• shareware
context.
• freeware
• embedded
• characteristics
• use

2.2 Applications software, i.e.: Learners should know about the different applications
• productivity software (i.e. word processor, software available.
spreadsheet, database, email)
• development tools (i.e. compiler, debugger, This should lead to an understanding of the purpose and
translator, integrated design environment) advantages and disadvantages of each application.
• business software (i.e. MIS, multimedia,
collaboration, project management, manufacturing,
CAD/CAM, publishing, expert systems, healthcare)

2.3 Utility software (i.e. backup, anti-virus, compression)

• purpose
• advantages and disadvantages

2.4 Operating systems, i.e.:

• single user/multiuser Learners should know about different forms of operating
• single processor/multiprocessor systems and their key functions.
• off the shelf/open source/bespoke
This should lead to an understanding of the benefits and
• Functions limitations of operating system types.
• Benefits and limitations

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

2.5 Communication methods, i.e.:

• SMS
• email
• messaging software Learners should know about different types of
• social networking/social media communication methods used within a business context
• VoIP and their characteristics.
• personal assistants (e.g. Siri, Cortana)
This should lead to an understanding of the purpose,
• teleconference
advantages and disadvantages of each method.
• video conference
• cellular/satellite
• instant messaging
• characteristics
• purpose
• advantages and disadvantages

2.6 Software troubleshooting, i.e.:

• common faults (i.e. unexpected software
behaviour, software freeze, unexpected rebooting)
• troubleshooting tools to investigate a problem (i.e. Learners should know about common software faults, the
logs, installable tools, baselines) tools used to investigate them and the documentation
• documentation (i.e. types of documentation) involved.

2.7 Protocols, i.e.: This should lead to an understanding of why different

• popular protocols trouble shooting tools are used in different contexts and a
o IP (Internet Protocol) justification for their use.
o TCP (Transmission Control Protocol)
o UDP (User Data Protocol) Learners should know about protocols and their features.
o SMTP (Simple Mail Transfer Protocol)
o FTP (File Transfer Protocol) This should lead to an understanding of the purpose of
o HTTP (Hyper Text Transfer Protocol) protocols and their common usage in given contexts.

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

o SNMP (Simple Network Management Protocol) Learners should be aware of the TCP/IP protocol stack
o ICMP (Internet Control Message Protocol) including common functions in each layer.
o POP (Post Office Protocol)
• features
• purpose
• common usage scenarios

3. Understand business IT 3.1 Types of servers, i.e.:

Learners should know about different types of server.
systems • file/print
• application
• database
• web
• mail
• hypervisor

3.2 Virtualisation, i.e.: Learners should know about different forms of

• server virtualisation.
• client
This should lead to an understanding of the benefits and
• storage
limitations to a business of using virtualisation
• cloud
technology.
• hybrid
• benefits and limitations

3.3 Networking characteristics, i.e.: Learners should know about different networking
• peer to peer topologies and their characteristics.
• client server (i.e. DNS)
• bus/star/ring/mesh This should lead to an understanding of the use and
• addressing (i.e. default gateway, IP address, justification of a particular topology in a given context.
subnet mask)
• diagrammatical representation

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

• linking to given context
Learners should know about different connectivity
3.4 Connectivity methods, i.e.: methods and their characteristics.
• LAN (i.e. Ethernet, Token Ring)
This should lead to an understanding of the purpose of
• WAN (i.e. ADSL, leased line, ISDN)
the different methods and how these would be used in a
• MAN
given context.
• voice (i.e. PSTN, cellular)
• satellite (i.e. voice, data)
• characteristics
• purpose
Learners should know about different business systems.
3.5 Business systems, i.e.:
• MIS (Management Information System) This should lead to an understanding of the purpose, and
• CRM (Customer Relationship Management) of the benefits and limitations of these systems in a given
context.
• SOP (Sales Ordering Process, Standard Operating
Procedures)
• helpdesk
• purpose
• benefits and limitations

Learners should know about the different communication

4. Understand employability 4.1 Communication skills, i.e.:
skills used in the IT environment and the potential
and communication skills • interpersonal skills (i.e. eye contact, body language) barriers involved.
used in an IT environment • questioning techniques
• verbal (i.e. meetings, telephone, group discussions) This should lead to an understanding of the different
• written (i.e. reports, letters, emails, social skills used for different audiences and situations.
networking)
• non-verbal (i.e. body language)
• barriers (i.e. language, distraction, noise, lack of
concentration)
• appropriate use of language (i.e. formal, informal,

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

technical, non-technical)

4.2 Communication technology, i.e.:

• presentation software
Learners should know about different communication
• word processing
technologies available.
• email
• web This should lead to an understanding of the use and
• blogs/vlogs justification of different communication technologies in a
• instant messaging given context.
• use

4.3 Personal attributes (i.e. self-motivation, leadership,

respect, dependability, punctuality, problem solving,
determination, independence, time management, team Learners should know about different personal attributes.
working, written numerical and verbal skills, planning
and organisation skills) This should lead to an understanding of why these
attributes are important for certain job roles and valued
4.4 Ready for work, i.e.: by an employer.
• dress (i.e. appropriate clothing depending on
situation) Learners should know about being ready for work.
• presentation (i.e. personal grooming, appearance
etc.) This should lead to an understanding of why this is
• attitude (i.e. can do attitude, responsive) important for themselves as well as the organisation.

4.5 Job roles, i.e.:

• Network manager Learners should know about different job roles in the IT
• IT technician industry.
• Programmer
• Web designer This should lead to an understanding of the skills
• Animator required.
• Key skills required for each (i.e. technical and non-

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

technical) Learners should know about different professional bodies
and industry certification.
4.6 Professional bodies (e.g. BCS)
• purpose
• benefits and limitations
This should lead to an understanding of the purpose of
professional bodies, and the benefits and limitations of
4.7 Industry certification membership to themselves and an employer.
• benefits to individual and employer
• current vendors (e.g. CompTia ®, Cisco ®) This should also lead to an understanding of why it is
useful to gain industry certification and the benefits to
themselves and an employer.

Learners should know about different ethical and

5. Understand ethical and 5.1 Ethical issues, i.e.:
operational issues.
operational issues and • whistle blowing
threats to computer • disability/gender/sexuality discrimination This should lead to an understanding of how these
systems • use of information issues can be addressed.
• codes of practice
• staying safe online
• bias

5.2 Operational issues, i.e.:

• security of information
• health and safety
• disaster planning and recovery
• organisational policies (i.e. acceptable use policy,
code of conduct, etc.)
• change management
• scale of change:
o drivers (i.e. change in business practice,
legislation, competition)

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

o needs (i.e. improved networking, remote access
for employees)

5.3 Threats, i.e.: Learners should know about different threats to computer
• phishing systems.
• hacking
• virus
• Trojan
• interception
• eavesdropping
• data theft
• social engineering
Learners should know about physical and digital security
5.4 Physical security, i.e.: methods and their characteristics.
• locks
• biometrics This should lead to an understanding of why different
• RFID security methods are used in different contexts and a
• tokens justification for their use
• privacy screens
• shredding
• characteristics

5.5 Digital security, i.e.:

• anti-virus
• firewalls
• anti-spyware
• username/passwords
• permissions
• encryption
• characteristics

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Learning outcomes Teaching content Exemplification

The Learner will: Learners must be taught:

5.6 Safe disposal of data and computer equipment, i.e.:
• legislation
• overwrite data
• electromagnetic wipe
• physical destruction

LEARNING OUTCOME (LO) WEIGHTINGS

Each learning outcome in this unit has been given a percentage weighting. This reflects the size and demand of the content you need to cover and its
contribution to the overall understanding of this unit. See table below:

LO1 10-20%

LO2 10-20%

LO3 25-35%

LO4 5-15%

LO5 10-20%

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ASSESSMENT GUIDANCE
All LOs are assessed through externally set written examination papers, worth a maximum of 80 marks, and 1 hour 30 minutes in duration.

This unit provides the underpinning knowledge and understanding to support other units in the qualification. Learners should study the basics of computer
hardware and software, and information systems used by businesses. It is important that learners understand what is required from IT specialists in the
working environment, and the importance of good communication skills along with the technology available to them. The use of computer systems brings
issues and it is therefore important that learners study the threats involved when using computer systems, and the ethical and operational issues that have to
be considered to support their use.

Exam papers for this unit will include a short answer section and a section of extended questions. Questions will provide sufficient information to support the
application and interpretation of the taught content of the unit. During the external assessment, learners will be expected to demonstrate their understanding
through questions that require analysis and evaluation skills in particular contexts.

Some providers for the industry qualifications offer quizzes, tests and assessments. Reference to these websites may support knowledge and learning.
www.comptia.org
www.cisco.com/UK

EMPLOYABILITY SKILLS
Employability skills Learning outcome
Communication LO4
Critical thinking LO1, LO2, LO3, LO5
Decision making LO1, LO2, LO3, LO5

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MEANINGFUL EMPLOYER INVOLVEMENT - a requirement for the Diploma (Tech Level) qualifications
The ‘Diploma’ qualifications have been designed to be recognised as Tech Levels in performance tables in England. It is a requirement of these
qualifications for centres to secure for every learner employer involvement through delivery and/or assessment of these qualifications.

The minimum amount of employer involvement must relate to at least one or more of the elements of the mandatory content. This unit is a mandatory unit in
all the specialist pathways.

Eligible activities and suggestions/ideas that may help you in securing meaningful employer involvement for this unit are given in the table below.

Please refer to the Qualification Handbook for further information including a list of activities that are not considered to meet this requirement.

Meaningful employer involvement Suggestion/ideas for centres when delivering this unit
1. Learners undertake structured work-experience or work- Learners could undertake work experience in an organisation with an IT
placements that develop skills and knowledge relevant to function. The work experience should be structured to cover all or some of
the qualification. the learning outcomes in this unit.

3. Learners take one or more units delivered or co-delivered by An IT Manager could give guest lecture how their business addresses ethical,
an industry practitioner(s). This could take the form of operational issues and/or threats to their computer systems (LO4).
master classes or guest lectures.

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