CAMBRIDGE IGCSE™ ICT: TEACHER’S RESOURCE

4  Networks
Please note that sometimes multiple sections in the coursebook are combined together in one sub-chapter of this
teacher’s resource. Please check the ‘resources’ column of this teaching plan to see which coursebook sections
are covered in each teacher’s resource sub-chapter.

Teaching plan
Sub-chapter Approximate number Learning content Resources
of learning hours
4.1 Networks 5 Describe the characteristics Coursebook:
and and purpose of common Sections 4.1 and 4.2
communication network environments.
List the differences between Activities 4.1–4.3
different network types.
Discuss the operation of a router Practical tasks 4.1
and other common network and 4.2
devices, such as network interface
cards, hubs, bridges or switches.
Explain the use of Wi-Fi and Questions 1–10
Bluetooth in networks.
Discuss cloud computing and how Worksheets 4.1 and 4.2
to store and share data.
Describe electronic conferencing.
4.2 Network 3 Discuss security issues regarding Coursebook:
issues data transfer, including Section 4.2
understanding about passwords
and other authentication methods. Activity 4.4

Explain the use of Worksheet: 4.3

anti-malware software.

BACKGROUND KNOWLEDGE
• Learners should be familiar with using • Learners will know about the use of login
a network at school or college but may names and passwords but may not know the
not have knowledge of the hardware requirements of a strong password, which
and software required. This can easily be will be covered in this chapter. This can be
identified by showing them network cards, identified through discussion.
switches, etc. and asking for their purpose.
You can then explain their use. • Learners will all use cloud storage through
their use of social networking sites, but
• Learners should be familiar with the terms probably without realising it. Some may use
Wi-Fi and Bluetooth, and will probably have Dropbox or Google and Microsoft cloud
used them, but they may not realise the storage. The advantages and disadvantages
differences between them and understand are covered in this chapter.
that both use radio waves. This is covered in
this chapter.

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CONTINUED
• Learners may be familiar with web- • Learners will have heard of computer
conferencing through their use of Skype viruses but probably not the different types
and Zoom but will probably not be aware of of malware, and may refer to them all as
the differences between web- and ‘viruses’. This chapter covers the different
video-conferencing. types of malware and methods of prevention.

TEACHING SKILLS FOCUS

Area of focus: metacognition. mid-way through task: ‘This is the part you need
Specific focus: trying to understand network to understand.’ At the end of the lesson, the
communication, radio waves, network packets learners should be encouraged to reflect on
and their transmission speeds which are abstract whether the learning objectives have been met
concepts that are difficult to visualise. They are and what needs to be changed to achieve that.
not physical; they cannot be observed by Practice: putting this into practice involves the
the learners. teacher doing certain things:
Benefits of metacognition: how, therefore, 1 Setting out and sharing clear learning
do we expect learners to understand network outcomes for the topic or lesson.
communication? The solution to this problem is This does not always need be done at the
to present the topic in a simplified way, within start of the lesson, but may appear mid-way
the context of what learners actually need to through the task: ‘This is the part you need
know. How the learners process this knowledge to understand.’
to gain understanding can be greatly helped 2 Thinking aloud. Teachers might think that a
with metacognition. learner talking about what they are thinking
Develop your skills with metacognition during a task is an annoying distraction.
Metacognition can be thought of in two parts However, research has shown that saying
(sometimes called dimensions): metacognitive thoughts out loud can help learners to focus
knowledge and metacognitive regulation. on the task and improve cognitive processing.
Metacognitive knowledge describes what 3 In the Packet routing lesson (Main teaching
learners know about their own learning. ideas 2), learners are encouraged to learn
For example, ‘l find it difficult to understand by role play. Ask the learners if the lesson
how data is transmitted as packets using radio helped them understand the concept of
waves.’ It also describes their perception of packet switching and to reflect on their
tasks. For example, ‘I know I’m going to find the preferred learning styles. They could use
ideas in this topic to be complex.’ a ‘mental role play’ or visualisation of the
Metacognitive regulation describes what topics to help their learning in the future.
learners will do about their own learning. Reflect:
For example, ‘I have used this strategy before,
but it’s not working this time, so I’m going to try • Were opportunities created for
X instead.’ learners to develop and practise new
learning strategies?
Set out and share clear learning outcomes for
the topic or lesson. Learners cannot reflect on • Were learners encouraged to learn how to
their learning if they do not know what that is think, rather than being told what to think.
supposed to be. This does not always need be • How might you change your approach and
done at the start of the lesson but may appear practice in the future?

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LANGUAGE SUPPORT
For definitions of key words, please see Cloud computing should be defined as storing
the glossary. data and using software on remote servers
Both Wi-Fi and Bluetooth are terms associated using the internet so that learners do not link it
with wireless network communication using with satellites.
radio waves and their differences should There are many new terms and concepts
be stressed. introduced in this chapter. Devices mentioned
Intranet and extranet are terms derived from in this chapter (e.g. switches, routers, network
internet for different network environments cards) could be brought to the lesson or pictures
and they are not network types. The difference of them used. Write the name for each one on
between ‘environment’ and ‘type’ should the board and ask learners to link the device, or
be stressed. its picture, to each word.

Links to digital resources
• Beginners Book website: Tutorial describing hardware needed for setting up a network.
• BBC Bitesize: Study support website describing hardware needed for setting up a network.
• World Science Festival video: A brilliant video showing the transfer of packets across the internet.
• geeksforgeeks: Website explaining intranets and extranets.
• Forcepoint website: Article describing the different types of malware.
• Proofpoint Cybersecurity Education Series: A video introducing different types of malware.

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4.1: Networks and communication

This section covers coursebook sections 4.1. and parts of 4.2.

LEARNING PLAN

Syllabus sub-topics Learning intentions Success criteria

4.1 Networks • Describe the Learners will be able to describe the
characteristics and uses of different types of networks,
purpose of common and compare and contrast the
network environments. internet, intranets and extranets.
• List the differences Learners will be able to list the
between different differences between different
network types. network types.
• Discuss the operation of a Learners will be able to discuss the
router and other common devices required to create a network.
network devices, such as
network interface cards,
hubs, bridges or switches.
• Explain the use of Wi-Fi Learners will be able to discuss Wi-Fi
and Bluetooth in networks. and Bluetooth and the differences
between them.
• Discuss cloud computing Learners will be able to discuss the
and how to store and advantages and disadvantages of
share data. cloud computing.
4.2 Network issues and • Describe electronic Learners will be able to discuss
communication conferencing. electronic conferencing and the
differences between audio-,
video- and web-conferencing.

Common misconceptions
Misconception How to identify How to overcome
Learners believe that ‘cloud Ask learners whether they upload Discuss and show images of data
computing’ means that data is images to social networking sites storage centres around the world
saved somewhere ‘in the air’ – on or store data on Dropbox or and stress that these remote
satellites orbiting the Earth. Google Drive. servers are accessed using
the internet.
Ask them where their data
is stored.
Learners often think that the Ask the learners why they need Explain that the internet is a
internet and the world wide web a browser. Some will say that network of networks and that it
are the same. it is to connect to and search provides several services for users
the internet. such as email and file transfer
as well as the world wide web,
which is a series of interlinked
pages of information viewed
using the HTTP protocol.
Learners often think that a Ask learners how devices can Stress that there are many types of
wireless and a Wi-Fi network are communicate without a cabled wireless network using radio waves
the same thing. network. Many learners will and Wi-Fi is only one method.
immediately suggest Wi-Fi. Mention Bluetooth and 4 and 5G.

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Starter ideas
1 Network devices (10 minutes)
Resources: Getting started activity in Chapter 4 of the coursebook
Description and purpose: Learners should work with a partner to link images of network devices with
descriptions of their purpose.
The purpose is to assess the prior learning of the learners or to assess learning if the starter is used in the
lesson after they have been covered.
What to do next: If many learners cannot identify the devices and their functions, then explain the functions
of the devices and go through the activity as a class.

2 What have networks ever done for us? (10 minutes)

Resources: Whiteboard
Description and purpose: The learners should work in pairs to compile a list of the benefits of using
networks, e.g. sharing printers, saving work in a central location, accessing work from any computer on the
network, using the internet.
The purpose is to encourage learners to think about their own experience.
What to do next: Discuss the benefits with the whole class and write them on the whiteboard.

Main teaching ideas
1 Network hardware (60 minutes)
Learning intention: Discuss the operation of a router and other common network devices, such as network
interface cards, hubs, bridges and switches.
Resources: Examples of the hardware devices. Coursebook section 4.1. The following video about
connecting to a network: Hardware to connect to a LAN. Device for learners to do the online activity.
Description and purpose: Show the video, pausing at points to ask questions and display the actual devices.
The learners should then create a mindmap with ‘network’ in the centre with links to the devices and then
links to their functions.
The purpose is for learners to explore the characteristics and uses of the devices.
The learners should then do this online activity: LAN hardware activity.
The purpose is for the learners to be able to identify and explain the functions of devices required for
connection to a network.
Differentiation ideas:
Support – have handouts of partially completed mind maps with missing words in the descriptions.
The missing words can also be included as a list on another sheet.
Challenge – learners can extend the mind map to show the differences between a hub and a switch.
Assessment ideas: Learners can get into pairs and peer assess their partner’s mind map, pointing out any
missing features. This could be extended to showing selected mind maps to the whole class for comments.

2 Packet routing (60 minutes)

Learning intention: Describe how data is split into packets and routed across a network.
Resources: Paper containing the numbers 1, 2 and 3. Coursebook section 4.1. The video: A Packet’s Tale,
showing the transmission of data packets across a network.
Description and purpose: Show the video, stopping to ask questions and explain different features.
The learners should be selected for role in a role play.
• Two learners for sending and receiving computers.
• Six learners for messages to be sent.
• The rest of the learners will act as routers.

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Stand the sending and receiving computers at each end, each with the three learners acting as the messages.
The rest of the learners should act as routers arranged in similar way as in the following diagram.

Device B
B
B A
B
A
A A
A
B
B A
A
Device A

The computers at each end should give each of the learners acting as messages a sheet of paper containing
the numbers 1, 2 or 3. They should then direct them to one of the nearest routers, who should direct them
to one of the next nearest routers, etc. until they arrive at the receiving computer. However, as in real-life,
the order in which they arrive may not be in numerical order because of the routes taken. The receiving
computer must rearrange them into numerical order.
It could be demonstrated with a message from just one computer and then done from both. If suitable, it
could be done as a race to see which complete message arrives at the receiving computer first.
The learners should then return to the classroom and create an annotated diagram explaining this method
of packet transmission – packet switching.
The purpose is to illustrate the transfer of packets in a practical way.
Differentiation ideas:
Support – have handouts of partially completed annotated diagrams with missing words and arrows in
the descriptions. The missing words can also be included on a separate sheet.
Challenge – ask learners to research circuit-switched networks and to compare the two.
Assessment ideas: Ask learners to display their annotated diagrams and lists on the wall. Stick a piece of
paper underneath each diagram and get learners to go around to each one and offer feedback of missing
items and errors on the piece of paper.

3 Wired or wireless (60 minutes)

Learning intention: Discuss the benefits and drawbacks of wired and wireless networks.
Resources: Coursebook section 4.1, devices for learners to do online research
Description and purpose: Pairs of learners should carry out research on the benefits and drawbacks of wired
and wireless networks. They should create a presentation displaying these differences.
The purpose is for learners to learn, use research skills and be able to create a presentation.

Answers (information to be included in the presentation):

Wired network Wireless network

High bandwidth and fast speed Lower bandwidth and slower speed.
High security as devices have to be physically Lower security as devices can connect at a distance.
plugged in.
Less susceptible to interference. More susceptible to interference from other electronic
devices and walls can block signals.
Expensive to install as cables must be run throughout Cheaper to install as cables are not required.
a building.
Users must log off if they want to move from room to Users can move throughout a building without
room and then reconnect. logging off.
Fewer devices are able to connect as the correct A wider range of devices can connect.
cables are required.

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Differentiation ideas:
Support – have handouts of partially completed tables showing the benefits and drawbacks of each for
learners to complete as part of the research for the presentation. Learners will also get support from
their partner.
Challenge – learners can extend their presentations to show the differences between Wi-Fi and
Bluetooth wireless networks.
Assessment ideas: Pairs can display their presentations to the rest of the class who should offer feedback on
missing items and errors.

Plenary ideas
1 What’s the word? (10 minutes)
Resources: Board. Learners in teams
Description and purpose: Learners work in a team with one member having their back to the whiteboard.
The teacher writes a word on the board associated with the lesson and the other members of the team take it in
turns to describe the word without mentioning the word itself. It could be used as a competition between friends.
The purpose is for learners to talk about and generalise the work covered in the lesson.
Assessment ideas: Check which groups can successfully describe the word so that the learners can guess it.
Reflection ideas: Were the learners able to talk about the words? Could the learners with their backs to the
board successfully guess the word?

2 Class challenge? (10 minutes)

Resources: Computer and projector, website: Class Challenge
Description and purpose: Before the lesson the teacher should access the website in the resources. Here you
should follow the instructions to create eight questions with sample answers for the two teams to answer.
At the end of the lesson the questions can be projected onto the whiteboard and each team in turn can try to
answer their question. There are bonus points if a team can answer a question the other team got wrong.
The purpose is to assess the learners’ learning in a fun and competitive way.
Assessment ideas: Check if there are any questions that the learners find difficult. If so these topics can be
revisited in the next lesson.
Reflection ideas: Were the learners able to answer the questions? Were there areas that they found difficult?

Homework ideas
1 Key terms and flashcards
In order to consolidate their learning, the learners can produce flashcards with key terms, network devices
and network communication on one side and the learners’ descriptions and explanations on the reverse.
These can be assessed by checking the accuracy of the definitions.

2 Network devices
If learners have difficulty with the devices required to connect to a network, they should do Questions 1 and
2 of the Exam-style questions.

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4.2: Network issues
This section covers coursebook section 4.2.

LEARNING PLAN

Syllabus sub-topics Learning intentions Success criteria

4.2 Network issues and • Discuss security issues Learners will be able to
communication regarding data transfer, discuss security issues
including understanding associated with networks and
about passwords and other authentication methods.
authentication methods.
• Explain the use of The learners will be able to describe
anti-malware software. the effects of malware, and software
used to prevent and remove them.

Starter ideas
1 Network devices (10 minutes)
Description and purpose: Give the class a word associated with the lesson (e.g. authorisation). In groups of
two or three, they should come up with as many similar words or phrases as possible (e.g. identification,
proving something is genuine; hacking, gaining unauthorised access to a computer system; authentication,
proving that something is true or genuine, etc.).
The purpose is for the learners to develop an understanding of the meaning of a new word.
What to do next: If many learners cannot think of synonyms, ask them to use the coursebook section 4.2
and the internet for research as to the meaning.

2 I’m a teacher! (5 minutes)
Description and purpose: At the end of previous lesson, task a group of two or three learners with preparing
a five minute revision starter for the next lesson. It could include questions for other learners to answer.
Ask the other learners to research the topic and have questions to ask the presenters.
The purpose is to embed the previous lesson.
What to do next: If the learner has ‘stage fright’ then the teacher should step in to recap the previous lesson
and ask questions.

Main teaching ideas
1 Security and authentication (90 minutes)
Learning intention: Discuss the security threats to a network and methods to authenticate users.
Resources: Coursebook section 4.2. The following video, Cybersecurity, about authentication.
Description and purpose: Show the video, stopping to discuss the content and ask questions.
Pairs of learners should then use what they have learnt from the video, the coursebook and
internet research to create a script for a TV programme, explaining to younger learners:
• What is meant by authentication.
• Methods of authentication:
• passwords
• biometric methods
• physical tokens
• electronic tokens.

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The scripts should contain the dialogue for the actors and any props required, for example, for physical and
electronic tokens.
The purpose is for learners to be aware of the different methods that can be used for authentication.
Differentiation ideas:
Support – have partially completed presentations with missing images and words in the explanations.
The missing words can also be included in a separate document.
Challenge – learners can extend the presentation to discuss the benefits and drawbacks of each method.
Assessment ideas: Pairs of learners can display their presentations to the rest of the class who should
feed back on errors and omissions.
2 Passwords (50 minutes)
Learning intention: Describe the properties of strong passwords.
Resources: Coursebook section 4.2, online activity Security Measures
Description and purpose: Ask the learners to carry out the online activity in the resources. This activity is
intended to show how easy it is to guess a password knowing details about the owner.
The learners should then work in pairs to create a poster explaining what is required for a strong password.
The purpose is for learners to realise the importance of strong passwords.
Differentiation ideas:
Support – the learners are working in pairs and should be able to get support from their partner.
Challenge – learners can extend the poster to explain about the use of spyware.
Assessment ideas: Pairs of learners can display their posters to the rest of the class who should feed back
on errors and omissions.
3 Malware (60 minutes)
Learning intention: Describe the types of malware that affect computers and the measures needed to
prevent them.
Resources: Coursebook section 4.2. Labels for the different types of malware for each group. The video,
What is malware, which discusses different types of malware.
Description and purpose: Show the video in the resources. Pause to discuss and ask questions.
The learners should use the coursebook to make notes on the characteristics of:
• a virus
• a worm
• a Trojan
• spyware
• adware.
The learners should then work in groups of five. Each learner in a group should be given one of the five
labels stating their malware type. The learners should then state characteristics of their malware type to the
rest of the group who should guess what they are.
The learners should then create a presentation explaining how users can protect themselves from malware.
The purpose is for learners to know the different types of malware and methods of combatting them.
Differentiation ideas:
Support – the learners are working in groups and should be able to get support from their partners.
Challenge – learners can extend the presentations to explain how anti-malware software
recognises malware.
Assessment ideas: The groups should display their presentations to the rest of the class who should
feed back errors and omissions.

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Plenary ideas
1 Test a friend (10 minutes)
Resources: The following website, Test a friend
Description and purpose: Each learner should use the website to create three questions for their partner to
answer. They should then answer each other’s questions.
The purpose is to assess the learning of the learners and for them to consolidate their learning.
Assessment ideas: Check which learners can think of and answer questions.
Reflection ideas: Were the learners able to think up questions? Were the learners able to answer their
partner’s questions?

2 Just a minute (10 minutes)

Resources: Computer and projector, paper
Description and purpose: The teacher should project a document listing ten key terms, names of devices, etc.
onto a whiteboard. The learners need to memorise as many as possible. After one minute, they are hidden,
and the learners have to write down as many as they can remember. They then swap their answers with a
partner for marking.
The purpose is to reinforce the learning of the terms used in the lesson.
Assessment ideas: Check if there are any terms that the learners find difficult. If so, these topics can be
revisited in the next lesson.
Reflection ideas: Were the learners able to remember the terms? Were there areas that they found difficult?

Homework ideas
1 Key terms
To consolidate their knowledge of networks and devices the learners should do Questions 1, 2, 3, 4, 7 and 8
of the Exam-style questions.

2 Authentication
Ask the learners to research and explain what is meant by authentication and give an example of
authentication used for network security.

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