Be able to label the graph or chart including chart title, legend, sector labels, sector values, percentages, category axis title, value axis title, category axis labels, value axis labels, data value labels

IGCSE ICT (0417) – Topic 16: Graphs and Charts – Labelling the Chart

Quick‑check List – What to Verify in These Lecture Notes

Syllabus RequirementWhat to Look For in the NotesTypical Red‑flags
All 21 content sections (1 – 21)A heading or sub‑heading that explicitly names the section (e.g., “4 – Networks”) and a concise description of every mandatory bullet point from the syllabus.Missing whole sections, or sections merged/renamed without covering every bullet point.
Depth & AccuracyCorrect terminology (CPU, RAM, ROM, CLI, GUI, etc.), precise descriptions of functions, advantages/disadvantages and relationships. Correct formula syntax, HTML tags, data‑type definitions, etc.Over‑general statements, brand‑specific examples, factual errors (e.g., calling a “router” a “switch”).
Key Concepts Easy to Miss

  • Analogue ↔ digital conversion (why it is needed).

  • Security & e‑safety – password hygiene, anti‑malware, phishing, GDPR‑style data‑protection.

  • Systems life‑cycle – analysis, design, testing, implementation, documentation, evaluation.

  • Web‑authoring layers – content, presentation, behaviour (no scripting required).

  • File‑format hierarchy – generic vs. application‑specific formats.

These topics are hidden in “miscellaneous” boxes or omitted entirely.
Assessment‑relevant Skills (AO2)Step‑by‑step practical instructions, screenshots or diagram placeholders that mirror the evidence‑document format used in Papers 2 & 3.Purely theoretical write‑ups with no “show your work” component.
Evaluation & Judgement (AO3)Prompt questions that ask students to critique a chart, choose a network type, or assess a security risk; mark‑scheme style rubrics or checklists aligned with the AO3 weighting (≈ 8 %).No evaluation tasks; only recall or creation.
Clarity & StructureConsistent layout: Section → Sub‑section → Key points → Example → Practice task. Bulleted lists for “characteristics, uses, advantages, disadvantages”. Highlighted command‑word cues (e.g., Explain, Compare, Evaluate).Long paragraphs, mixed fonts, missing visual separators, inconsistent numbering.
Relevance of ExamplesAge‑appropriate, culturally neutral contexts (e.g., school‑management system, online booking, ATM).Obscure or region‑specific examples that distract from the core concept.

1. Syllabus Context (AO1‑AO3)

  • AO1 – Knowledge & Understanding: recall terminology, components and purposes of graphs and charts.

  • AO2 – Application: create, label and format appropriate graphs/charts using ICT tools.

  • AO3 – Analysis & Evaluation: critique the suitability of a graph type, scale, colour scheme and overall presentation.

These skills are required for Paper 2 (non‑programming tasks) and Paper 3 (project‑based tasks), where students must embed correctly labelled charts in documents, spreadsheets or web pages.

2. All 21 Content Sections – Concise Overview

SectionKey Concepts (mandatory)Essential Skills (AO2)Typical Exam Tasks
1 – Computer Systems

  • CPU, RAM, ROM, secondary storage, input & output devices.

  • Difference between volatile and non‑volatile memory.

  • CLI vs. GUI, operating system functions.

Identify components, explain functions, match hardware to tasks.Label a diagram of a PC; choose appropriate hardware for a given scenario.
2 – Data Representation

  • Binary, decimal, hexadecimal conversion.

  • Character sets (ASCII, Unicode).

  • Analogue ↔ digital conversion – sampling & quantisation.

Convert between binary, decimal and hex; explain why binary is used.Convert a number; describe how text is stored.
3 – Software Types

  • System software (OS, device drivers).

  • Application software (word‑processor, spreadsheet, DBMS, web browser).

  • Utility software (antivirus, backup, compression).

Classify software, select appropriate applications for tasks.Match software to a scenario; justify choice.
4 – Networks

  • LAN, WAN, Internet, intranet, extranet.

  • Common protocols (TCP/IP, HTTP, FTP, SMTP).

  • Network hardware – router, switch, hub, modem.

  • Security & e‑safety basics (firewalls, passwords, phishing, GDPR).

Explain network types, identify safe practices.Label a network diagram; recommend security measures.
5 – Ethical, Legal & Environmental Issues

  • Copyright, licensing, plagiarism.

  • Data protection principles (GDPR‑style).

  • E‑waste, recycling, sustainable ICT.

Interpret policies, assess impact of ICT use.Answer scenario‑based questions on copyright.
6 – Communication & Collaboration

  • Email etiquette, instant messaging, video‑conferencing.

  • Collaborative tools – cloud storage, shared documents, version control.

Compose professional emails; use cloud‑based collaboration.Draft an email; set permissions on a shared folder.
7 – Systems Life‑Cycle

  • Planning, analysis, design, implementation, testing, maintenance, evaluation.

  • Documentation – specifications, user manuals, evaluation reports.

Apply each stage to a simple system; produce a flowchart.Create a life‑cycle diagram for a school library system.
8 – Algorithms & Pseudocode

  • Sequencing, selection, iteration.

  • Flowchart symbols and conventions.

  • Simple pseudocode – clear, English‑like statements.

Write simple pseudocode; interpret flowcharts.Convert a description into pseudocode.
9 – Programming Concepts (basic)

  • Variables, data types, input/output.

  • Simple loops (repeat, while) and conditionals.

  • Block‑based languages (Scratch, MakeCode) – focus on logic, not syntax.

Write a short program in a visual language.Debug a given block‑based program.
10 – File Management

  • Folder hierarchy, naming conventions, file extensions.

  • Backup strategies, versioning, compression (ZIP).

  • Differences between generic (e.g., .txt, .csv) and application‑specific formats (e.g., .docx, .xlsx).

Create, organise, retrieve files; zip/unzip folders.Design a folder structure for a group project.
11 – Word‑Processing

  • Paragraph and character styles, headings, footers.

  • Tables, columns, mail‑merge basics.

  • Proof‑reading tools – spell‑check, grammar, track changes.

Apply styles; insert a table; produce a mail‑merge document.Create a formatted newsletter with headings and footers.
12 – Images

  • Raster vs. vector, resolution (dpi), colour depth.

  • Basic editing – resize, crop, rotate, adjust brightness/contrast.

  • Common formats – .jpg, .png, .gif, .svg, .bmp.

Resize, crop, adjust colour depth, convert formats.Edit a photograph for a brochure; explain loss of quality.
13 – Layout & Design

  • Page layout principles – columns, guides, alignment, white space.

  • Use of grids and templates for consistency.

Create a multi‑column flyer; use guides for consistent spacing.Design a poster that meets a brief.
14 – Styles & Formatting

  • Paragraph, character, list styles; theme colours.

  • Updating a style updates all linked text automatically.

Apply and modify styles; update a document globally.Re‑style a report to match a new corporate template.
15 – Proofing

  • Spell‑check, grammar check, hyphenation.

  • Track changes, comments, version comparison.

Run spell‑check; accept/reject changes; produce a clean final copy.Edit a draft using track changes and comments.
16 – Graphs & Charts (this module)

  • Chart types and when to use them (bar, column, line, pie, histogram, scatter).

  • All components of a chart – title, axes, legends, data‑value labels, sector labels/values/percentages (pie), gridlines.

  • Labelling conventions and formatting rules (font size, colour contrast, avoiding clutter).

Select appropriate chart type; set scales; add legends; label accurately; critique effectiveness.Produce a labelled bar chart in Excel; evaluate a given chart’s readability.
17 – Document Production

  • Templates, sections, table of contents, cross‑referencing.

  • Embedding charts, images and hyperlinks.

Create a multi‑section report with a TOC and embedded charts.Assemble a project dossier that includes graphs, images and references.
18 – Databases

  • Fields, records, tables, primary keys, relationships.

  • Queries, forms, reports – including chart output.

Design a simple table; run a query; generate a report with a chart.Create a student‑record database and produce a bar chart of grades.
19 – Presentations

  • Slide design, transitions, multimedia, speaker notes.

  • Embedding and animating charts.

Insert charts; animate data; export as PDF.Design a 5‑slide presentation that includes a pie chart.
20 – Spreadsheets

  • Formulas, functions (SUM, AVERAGE, IF, SUMIF, VLOOKUP).

  • Data validation, conditional formatting.

  • Creating dynamic charts that update when data changes.

Calculate totals; create dynamic charts; use IF & SUMIF.Build a budget sheet and embed a line graph.
21 – Website Authoring

  • HTML basics – tags, attributes, document structure.

  • CSS styling – colours, fonts, layout.

  • Embedding images and charts; providing alt‑text for accessibility.

Create a simple site; embed an image and a chart; add alt‑text.Produce a 2‑page site that displays a chart of survey results.

3. Detailed Study – Labelling Graphs & Charts (Section 16)

3.1 When to Use Each Chart Type (AO1)

  • Bar chart – compare discrete categories (e.g., number of books per genre).

  • Column chart – same as bar but vertical; useful for short time‑series.

  • Line graph – show change over a continuous interval (e.g., temperature over a week).

  • Pie chart – illustrate parts of a whole; each sector should represent a percentage (max 5‑6 sectors for readability).

  • Histogram – frequency distribution of continuous data (e.g., scores grouped in ranges).

  • Scatter plot – relationship between two variables (e.g., study time vs. test score).

3.2 Components Every Chart Must Have (AO1)

ComponentWhat It Looks LikeWhy It Is Needed
Chart TitleCentered, bold, 14‑16 pt font.Summarises the purpose of the chart; answers “What does this chart show?”
Category (X‑) Axis TitleLabel beneath (or left of) the axis.Identifies the categories or time periods being compared.
Value (Y‑) Axis TitleLabel alongside the axis (usually vertical).Shows the measurement unit (e.g., “Number of students”, “£”).
Category Axis LabelsNames of each category (e.g., “Math”, “Science”).Allows the reader to match each bar/point to a specific item.
Value Axis Labels (Scale)Numbers at regular intervals (e.g., 0, 10, 20…).Provides a quantitative reference for reading heights/positions.
Legend (Key)Colour/pattern box with description (e.g., “Male”, “Female”).Explains what each colour or pattern represents, essential for multi‑series charts.
Data‑Value LabelsNumbers placed on or above each bar/point.Shows the exact value without requiring the reader to estimate from the axis.
Sector Labels / Values / Percentages (Pie)Label inside or beside each slice (e.g., “25 % – Science”).Identifies each part of the whole; percentages must add to 100 %.
Gridlines (optional)Light horizontal (or vertical) lines across the plot area.Aid reading of values; should not dominate the visual.

3.3 Step‑by‑Step Labelling Process (AO2)

  1. Analyse the data set – decide which chart type best represents the information.

  2. Prepare the data – sort categories logically, calculate totals/percentages if needed, and store the data in a named range or table.

  3. Insert the chart – use the “Insert → Chart” command in Excel/Google Sheets/LibreOffice Calc.

  4. Set the scale – start the value axis at 0 (unless a truncated axis is justified), choose an appropriate interval, and avoid “gaps” that could mislead.

  5. Apply formatting

    • Choose a colour scheme with sufficient contrast (e.g., dark text on a light background).

    • Use a minimum 10 pt font for titles and labels.

    • Show gridlines only if they improve readability.

  6. Add every required label – follow the checklist in 3.2. For a pie chart, remember to include sector percentages.

  7. Check alignment and spacing – titles centred, legends placed where they do not obscure data, and data‑value labels not overlapping.

  8. Export or embed – save as a high‑resolution PNG/JPEG for a document, or embed directly from the spreadsheet for Paper 3.

3.4 Label‑All‑The‑Things Checklist (Student Self‑Audit)

  • ☐ Chart title present, descriptive, correctly capitalised.

  • ☐ Category (X‑) axis title present and clearly worded.

  • ☐ Value (Y‑) axis title present with correct unit.

  • ☐ All category axis labels displayed, spelled correctly.

  • ☐ Value axis labels are evenly spaced and start at 0 (unless justified).

  • ☐ Legend included for multi‑series charts; colours/patterns match the legend.

  • ☐ Data‑value labels shown for each bar/point (or sector values for pie).

  • ☐ Pie‑chart sectors display both the raw value and the percentage.

  • ☐ Font size ≥ 10 pt; colour contrast meets accessibility standards.

  • ☐ No unnecessary 3‑D effects or background images that obscure data.

  • ☐ Chart fits within the allocated space on the page (no clipping).

3.5 Example – Fully‑Labelled Bar Chart (AO2 Demonstration)

Scenario: A school surveyed the number of students using the library each day of the week.

  1. Data entered in a table (Monday = 45, Tuesday = 52, …, Friday = 38).

  2. Chosen chart type: Bar chart (horizontal bars – easier to read long category names).

  3. Applied the steps above. The final chart includes:

    • Title: “Library Usage – Number of Students per Day (Week 1)”

    • Category axis title: “Day of Week” (placed vertically on the left).

    • Value axis title: “Number of Students” (horizontal, below the axis).

    • Category labels: Monday, Tuesday, Wednesday, Thursday, Friday.

    • Value axis labels: 0, 10, 20, 30, 40, 50, 60.

    • Data‑value labels: each bar shows the exact number (e.g., “45”).

    • Legend: not required (single data series).

    • Gridlines: light horizontal lines only.

Tip for the exam: Re‑create this layout in the spreadsheet, then copy‑paste the chart into the answer document. Use the “Paste Special → Picture (Enhanced Metafile)” option to retain quality.

3.6 Evaluation Questions (AO3 Practice)

  1. Explain why a pie chart would be a poor choice for the library‑usage data above.

  2. Critique the following bar chart (provided in the exam paper) – identify at least three ways the presentation could be improved to increase readability.

  3. Given a line graph that starts