ICT ‘A’ level will prepare students in many areas from how the Internet works and who controls it to learning about the variety of viruses that our computer files can suffer and the preventative measures. Within the AS modules, we cover aspects from the basic components of a computer system to how they have affected the world in terms of education, medicine, banking and society in general. Students will learn the concepts of the World Wide Web and discuss the difficulties faced with standardising across the world and possible legal implications. Coupled with the above essential theoretical concepts, students are required to create a system that would be operable within an organisation. This is where ICT comes into its own as an ‘A’ level, students can choose from a wide variety of software such as spreadsheets, databases, websites, and robotics and adapt these applications to suit their chosen problem. A2 modules delve further into the world of ICT within organisation. How does an international company stay in constant communication? How do they keep their systems secure from hackers and disloyal employees? How do companies choose the best software solution for their overall needs? These are just some of the questions A2 students will come across and have to think about whilst using real-life examples to aid their explanations. Along with these A2 theory modules, students are given the opportunity to put all they have learnt into action and create a large system for a company of their choice; they will interview employees, analyse and come up with a solution, which in many occasions has actually be implemented into a company. It is very much the student’s choice on how the system will develop and evolve, a very unique experience and so very important nowadays with major emphasis on ICT competency in the working world. Prospective students are not required to have any prior experience in ICT, the ‘A’ level is structured in such a way that their skills will be developed over the course ready for their final project.
