COMPUTER PRACTICE INTRODUCTORY, N4, N5 and N6

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REPORT 191 PROGRAMMES

SUBJECT SYLLABUS

COMPUTER PRACTICE

INTRODUCTORY, N4, N5 and N6

Implementation: January 2021

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Computer Practice

N4 Introduction -> N6

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Overview of the subject

Computer practice is the study of the integrated components of a computer system (hardware and

software), practical techniques for efficient use and application to solve everyday problems. The

solutions to problems are designed, managed and processed via end-user and online collaboration

applications and communicated using appropriate information and communication technologies

(ICTs). ICTs are the combination of networks, hardware and software as well as the means of

communication, collaboration and engagement that enable the processing, management and

exchange of data, information and knowledge.

The diagram below illustrates how the main topic areas of the computer practice subject support the

teaching of digitally proficient citizens.

Computing concepts and application skills The first pillar of the Computer practice programme entails basic concepts of:

- Systems technologies which refer to the physical and non-physical components of a

computer system. The components of the system are independent units which are designed

to perform a particular function. These components include hardware, and software

components and are connected as a unit to perform basic functions of a computing system.

This includes input, processing, output, storage, communication and transfer of data in an

electronic format, and

- Application skills which relate to the creation of software-based artefacts and solutions in

the form of word processing documents, spreadsheets, notebooks, databases, presentations

and other end user applications.

Computing concepts and

application skills

Networks and communication

technologies

Data, information

management and

computational thinking

Internet and communication

skills

Digital citizenship

Exposure to and appreciation of Information and Communication Technology

ICT Fundamentals

e-Skills

Digitally

proficient citizens

Bridging the digital divide

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NOTE: The notion above does not relate to the development of computer-based applications

in a programming language but rather the design, composition and development of

document-based solutions using various forms of software package tools.

For programming and systems development aspects consider the Information Technology

and Computer science programme as part of the NCV.

Network and communication technologies The second pillar of the Computer practice programme entails basic concepts of network and

communication technologies.

Network technologies include various network technologies to facilitate the management and

dissemination of digital data from one point to another. Network technologies also refer to the

electronic systems used for electronic data exchange used to facilitate information dissemination

between various individuals or groups at a single point or dispersed locations.

Data information management and computational thinking The third pillar of the Computer Practice programme also encapsulates two important skills and

concepts i.e.

- Data and information management which refers to the techniques and technologies

involved in the collection, storage, processing of data into information that leads to

knowledge and decision-making. This sub-topic also focuses on how to use technology as a

tool to learn, research, organise, evaluate and communicate information.

It also relates to the use of digital technologies (computers, smart phones or tablets, media

players, GPS, etc.), communication and networking tools. In addition, aspects such as the use

of social networks to appropriately access, manage, integrate, evaluate and create

information function in a digital world and a knowledge economy are also addressed.

It includes the use of appropriate communication and presentation tools to communicate

new knowledge and recommendations, and

- Computational thinking (CT), which is a 21st century skill vital for the 4th industrial

revolution. Computational thinking relates to the way of thinking towards solving problems

in everyday life that includes the business and office environment. Crucial to CT is the

approach selected to solve a problem, the knowledge applied in selecting the best approach

and evaluating the variables and other issues at play.

Google (2018) defines computational thinking as “a problem-solving process that includes a

number of characteristics and dispositions. CT is essential to the development of computer

applications, but it can also be used to support problem solving across all disciplines,

including the humanities, math, and science”.

Internet and communication skills The fourth pillar focuses on internet and communication skills.

This includes learning how to use the internet and other ICT tools, understanding how and when to

use these tools to achieve a particular purpose, choosing the most appropriate tools for a particular

task, and using these tools in combination to solve real-life problems.

Internet and Network technologies should be dealt with at a non-technical to low technical level, but

such that will enable the students to:

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- understand the role that the Internet and the WWW play as part of the global information

superhighway and the contribution towards the digital age;

- introduce the software involved to render the Internet as a service;

- troubleshoot at an elementary level and find the most workable ways to approach Internet

problems;

- understand how technology can benefit specific scenarios; and

- be aware of new trends and developments

Digital citizenship This fifth pillar applies a fundamental understanding of the ethical/legal issues surrounding the

access and use of internet and ICTs, especially in the context of social media, trolling, bullying, and

other forms of threats. The topic also entails the students being able to:

- provide an overview and understanding on how ICTs impact modern-day living; - be aware of computer related threats; and - use ICTs responsibly.

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Software packages (Integrated Teaching Approach Guidelines)

Getting acquainted and mastering the various software packages that forms part of the information

management and computational thinking and application skills topics which require a unique

presentation and teaching approach.

Often concepts and learning outcomes are integrated and the same skill e.g. saving and opening a

document or changing the font is similar across packages. These skills once mastered can easily be

transferred to other packages and platforms as well.

The figure below highlights the view that concepts as logical groupings can be taught. The student

should be able to see and recognise the casual relationships between the functionality provided by

the different tools. The student should also recognise that each document, being a word processing,

spreadsheet or presentation document has certain common traits and levels of editing.

Also emphasised is the concept of integration, where the different packages and their common use

should be regarded as a set of tools and not as single independent tools.

Each application shows different levels of editing and some editing options on the same level exist.

E.g., within a word processing document, the most basic formatting and editing apply on text level,

whereas for spreadsheets the same could be applied on cell level, and box level for presentation

software. Object level refers to objects that could be created or inserted as part of the document

e.g. online images, diagrams, SmartArt, tables and textboxes etc.

Wo

rd P

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• Paragraph level

• Page level• Object level

• Document level

Spre

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• Column/Row level

• Selection level

• Object level• Worksheet

Level

• Document Level P

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• Object level• Slide level

• Document level N

ote

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• Object level• Pages

• Document level

Dat

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• Record• Table

Integration

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Teaching time and offering type

As per the original Report 191 (as of January 1995) the directed instructional time is 113 hours

spread over 17 weeks of which at least 85 should be dedicated to contact hours. For part time

students as indicated at least 51 hours should be dedicated to contact hours.

The University of Stellenbosch (n.d.) presents the following definition of the concept of Notional

Learning Hours:

‘Notional learning hours’ are the estimated learning time taken by the ‘average’ student to

achieve the specified learning outcomes of the course-unit or programme. They are therefore

not a precise measure but provide students with an indication of the amount of study and

degree of commitment expected. Notional learning time includes teaching contact time

(lectures, seminars, tutorials, laboratory practical’s, workshops, fieldwork etc.), time spent on

preparing and carrying out formative and summative assessments (written coursework, oral

presentations, exams etc.) and time spent on private study, whether in term-time or the

vacations.

Since 1995 there has been several advancements in technologies to assist students to apply self-

directed learning (SDL) and self-regulated learning using blended learning (BL) strategies. Some

strategies include the use of video’s, online tutorials, (Massive open online courses), MOOC’s and

other available technologies, and strategies. This approach lessens the necessity for the students to

require the full contact time in lecturing and provides them with the opportunity to pace their own

learning.

SDL is promoted as one of the critical skills for 21st Century students, and the development of SDL

skills are much emphasised (Rashid & Asghar, 2016).

The 4th IR will require students to be more self-directed and being able to adapt to changing

environments and technologies.

Students in vocational educational settings could benefit from the various advantages that a blended

learning approach could offer which include:

• the effective acquisition of knowledge in the information age were students can learn, based

on their own preferences and pace

• the development of the students’ own independent learning ability towards lifelong learning

and

• to save the time required for classroom learning (Wang, 2017).

Within vocational educational settings BL has the additional advantage to present students with an

overall better understanding and knowledge base of the corporate world and its needs (Setiawan,

2019).

On the notion of instructional time, e-Learning as one of the approaches included in blended

learning has the potential to lessen and shorten the typical target schedule of learning time (Putra,

et al. 2019).

Based on the above the recommended instructional offering is presented next for a full semester

spanning over at least 16 weeks.

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The recommended notional hours for the course are 110 hours which is broken down into:

• the recommended minimum contact hours (which must be lecturer/instructor led) are: 72

hours.

• the recommended minimum time for the students to work on their own (i.e. self-directed

learning) is 32 hours to practice, reinforce and master practical concepts and skills. (This

should be accommodated in open labs provided by the college or on a students’ personal

PC/laptop.)

• internal assessments and formative assessments 6 hours

The college could timetable the subject in the following manner.

Two double periods of 1.5 hours each dedicated to practical lessons and exercises and one period of

1.5 hours each for theory-based content.

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Resources

In Computer Practice, students are required to work individually on a computer during contact time and need access to the Internet.

Management plan, infrastructure, equipment and finance Colleges must have a management plan for the subject that addresses the following:

- Initial capital layout for setting up a computer laboratory. The financial plan should provide for the following:

o Mid-range computers (to ensure a lifespan of 4 - 5 years), networked o One computer per student per period (during contact time) o Provision for sufficient computers to enable the assessment to be completed in one

or two sittings o Internet access o One high-speed printer per network o Data projector per lab and classroom

Software Requirements - Operating system - Ms Office suite (preferably educational licencing) which includes word processing,

spreadsheets, notebook, database and an e-mail application (Note: Exams will be based on the last two available versions of the software), or the use of Office 365.

- Security software – antivirus programs - Web browser e.g. Microsoft Internet Explorer, Microsoft Edge, Chrome or Mozilla Firefox - Multimedia software, i.e. Adobe Flash Player (latest versions – free online installation) - PDF Readers - Compression and extraction software (E.g. Zip, 7Zip) - Classroom management software (E.g. LM Viewer)

Budget - Annual running costs

o Software licensing (operating system, application software, security software) o Cartridges, paper, storage media o Breakages and maintenance (regular service plan) o Insurance o Internet connectivity

- Sustainability plan o To upgrade or replace software and equipment every 4 - 5 years. o Safety standards in terms of electrical points and Distribution boards (DB) must be

met. Surge arrestors should be installed. Electrical work within the computer lab must carry a certificate of compliance from an appropriate service provider /authority.

o All anti-theft and fire safety measures must be installed in the computer lab o Network maintenance and mangement

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Pass requirements

To pass this instructional offering, a candidate must obtain a final mark of 40% when the ICASS mark

and the examination mark are added together. A minimum examination mark of 40% is required to

pass the instructional offering. The ICASS mark and the examination mark will be calculated together

in a ratio of 40:60 to be resulted.

ICASS Mark

An ICASS (i.e. semester) mark is determined out of 100 and is compiled from an assignment,

practical test, a nationally set PAT, and internal examination. The ICASS mark is compiled as follows:

Tasks Type of assessment ** Scope of assessment Duration %

Contribution

to ICASS mark

1 Assignment

100 Marks minimum

At least 80% of the practical

components of at least two

packages of the syllabus

content must be covered.

2 weeks

Unsupervised

20%

2 Test

100 Marks minimum

Theoretical components of:

Topics 1,2,4, and 5 or at least

50% of the syllabus must be

covered.

90 minutes

Supervised

environment

30%

4 Internal Examination

Same time allocation

and mark allocation of

the final exam.

At least 80% of the syllabus

content must be covered in

the Internal examination.

50%

Total 100%

To gain entrance to the external examination, a candidate must obtain a sub-minimum of 40% in the

semester mark. If entrance to the examination is achieved, a semester mark, on a 40:60 basis, in

combination with the external examination mark, will form part of the final (promotion) mark.

Examinations One 3-hour paper that consists of practical and theoretical content with a total of 180 marks

(60% of the total marks for the subject).

The various topics that encompass the subject are highlighted in the diagram containing the Pillars.

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The topics

Topic 1 – Computing concepts and application skills Topic 2 – Networking and communication skills Topic 3 – Data information management and computational thinking Topic 4 – Internet and communication skills Topic 5 – Digital citizenship

The paper will comprise of two sections:

Section A - (60 Marks)

Time allocation 60 minutes.

This section will cover all theory aspects of all topics, including elements of Solution Development

(viz. application packages and file management) theoretically.

A section will also assess the understanding of the technologies studied to make informed decisions

in a real - life end - user scenario, ranging from choices of technology to its responsible use.

The paper should also include some design based and problem-solving practical questions relating to

applicable Topics (represented as pillars) and the associated LO’s outlined later in this document.

Different types of questions could be utilised including a Short Answer Section +/- 40 marks, which

include a range of short questions covering all topics that could include:

▪ Multiple choice,

▪ Modified true and false, and

▪ Matching columns.

The short question mark total could then be deducted from the suggested totals per topic as

presented in the table on the next page.

Section B - (120 Marks)

Time allocation 120 minutes.

This will be a practically oriented section covering questions on predominantly the first pillar and

aspects of the third pillar.

To successfully complete this section, each student must have access to his or her own computer in

the exam room. Provision needs to be made for sufficient computers to enable the examination to

be completed in no more than two sittings.

This section assesses the practical skills pertaining to the use of the application packages studied (i.e.

Topic 1 and aspects of Topic 3), namely word processing, spreadsheets and databases, notebooks as

well as creating an integrated solution.

The section will comprise of questions based on a scenario and will cover the following content areas

in an integrated manner:

▪ Word processing

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▪ Spreadsheets

▪ Presentations

▪ Notebooks

▪ General (integration and application of techniques, knowledge and procedural skills to new

situations) These skills will be assessed in an integrated manner based on real-life scenarios.

Problem solving, and aspects of file management will form part of the assessment of the

application questions in this section.

The student will not be required to enter large amounts of data. The required data could be

retrieved from the data disk or imported from documents such as a text file, word processing

document, a database table, or a spreadsheet. An understanding of the concept of integration is

required by the student and some questions should include aspects thereof.

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Weighting of the levels and cognitive demand

These exit level outcomes are reflected in the following taxonomy.

Domain Level 1 Level 2 Level 3 Level 4

20% 30% 25% 25%Knowledge/Remember

Understand Apply Analyse/Evaluate/Create

Problem Solving

Recall/retrieve obvious content knowledge

Explain concepts Use concepts in familiar contexts

Examine, see relationships

Test/Determine/Conclude

Combine/Solve/Make plan, Transfer

Basic routine skills, concepts & procedures

Routine cognitive & practical skills and

procedures

Multi-step procedures

Problem Solving

Remember principles /

practical or programming

concepts in isolation,

Convert from one format

to another,

Explain steps/procedures

Combine

concepts/isolatable bits

Develop/Create Solution

Data gathering Information processing

Building understanding

Applying understanding/

Productive thinking

Determine what is known/have what is needed, find, collect

Determine relevance, , sort, sift, group,

calculate, compare

Query, interpret Plan / strategise, devise, put together, report,

conclude, recommend/give

options

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General note regarding the presentation of content (teaching and learning)

and LTSM development

The topics presented as part of this curriculum document, do not dictate the order and the sequence

in which the content could be packaged in a textbook and or other resource material.

The various techniques, tools and features of the respective application packages should be taught

so as to develop a computer-based solution, as an end-user, within different scenarios and using a

variety of applications effectively and efficiently.

Applications packages share common features that are reinforced when working with the different

applications.

The headings and LO’s are often integrated and need not be presented in a linear order as presented

in the topics and the sequencing. This subject and the nature thereof require and necessitate

integration and the spread and grouping of appropriate LOs.

Most of the content of the various outcomes should be dealt with and integrated with other topics.

There is often a correlation and inter-dependency between the topics.

Though teaching and practising the mechanical/technical skills and functions of applications are

important for the learner to become familiar with the tool that he/she uses, it is important to do so

within the paradigm of computational thinking.

It is important that students are also taught the underlying knowledge and understanding of these

skills and the applications they are working with. It should be taught in a way that learners will be

able to transfer the skills and knowledge to new versions of the applications as well as other similar

applications.

When working with applications, students should be taught to use various methods and techniques

to achieve the same objective, compare the methods and determine which one is more efficient or

works best for them. This will teach them not only to follow a specific instruction/set of instructions

but also to complete a given task that involves careful thinking and reasoning about how to do it and

if there is more than one way, to compare the methods and find the best way of doing it.

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Introduction to Computer Practice N4 N5 N6

Topic 1

1.1 Introduction to computing concepts and systems technologies

Content:

• Introduction to computing concepts

• Systems technologies Learning Outcomes: Students should be able to: 1.1.1 Define the term ICT. 1.1.2 Discuss the role computers play in modern

society 1.1.3 Explain how ICTs facilitate everyday business

operations 1.1.4 Discuss examples of computer usage and

applications as part of society.

Suggested Lesson time

30 Mins

Practice /Activity Review time

15 Mins

1.2 Explain what a personal computer is and

how it is used Content:

• Personal computers (PC's)

• Model of a PC Learning Outcomes: Candidates should be able to: 1.2.1. Describe the concept personal computer in

terms of hardware, software, memory, storage.

1.2.2. Differentiate between various types and forms of computers in terms of their use and purpose within an office environment

1.2.3 Differentiate between hardware and software

1.2.4 Describe the basic purpose of hardware 1.2.5 Describe the basic purpose of software 1.2.6 Differentiate between different types of

hardware with examples 1.2.7 Differentiate between different types of

software with examples


90 Mins


15 Mins

1.1 Introduction to the concepts of ICT's, the digital world and digital citizenship

Content:

• Introduction to ICT's

• The digital world and digital citizenship Learning Outcomes: Students should be able to: 1.1.1 Explain the term ICT. 1.1.2 Differentiate between different types of ICT

systems 1.1.3 Discuss examples of computer usage and

applications as part of society. 1.1.4 Differentiate between the purpose and use

of portable and mobile computers, digital readers (e-book readers), wearable devices and gaming devices.


45 Mins


15 Mins




• Model of a PC Learning Outcomes: Students should be able to: 1.2.1. Describe the concept personal computer in

terms of hardware, software, memory, storage.

1.2.2 Differentiate between: System software vs application software

1.2.3 Differentiate between various types and forms of computers in terms of their advantages and disadvantages

1.2.4. Describe general model of a computer in relation to the information processing cycle: input, processing, output, storage as well as communication

1.2.5. List different examples of hardware according to various categories (relating to use per type of computer and purpose) (Input Processing Output Storage hardware components)

1.2.6. Describe the basic function of computer memory and storage

1.2.7. Describe a computer in terms of its performance (Range: processor speed,

1.1 Introduction to the concepts of ICT's, the digital world and digital citizenship

Content:

• Introduction to ICT's

• The digital world and digital citizenship Learning Outcomes: Students should be able to: 1.1.1 Discuss the concept of the information

processing cycle 1.1.2 Discuss the benefits associated with using

digital technology 1.1.3 Describe how ICTs facilitate everyday

business operations 1.1.4 Discuss examples of computer usage and

applications as part of society. 1.1.5 Discuss examples of typical computer usage

from a user's perspective (Range: Home user, Small office user, power user, enterprise user)

1.1.6 Discuss examples of computer usage and applications as part of society. (Range: Health Care, Manufacturing, Education, Finance, Agriculture, Travel, Government)

1.1.7 Describe the relationship between data and information within the information processing cycle


45 Mins


15 Mins




• Model of a PC

• Mobile devices Learning Outcomes: Candidates should be able to: 1.2.1. Differentiate between the common

characteristics of a PC and mobile device 1.2.2. Differentiate between the use and

application of PCs and mobile devices 1.2.3. Describe the basic components (hardware

and software) of a smart phone and computer and their purpose

1.2.4. Discuss the concept of mobile computing and mobile devices

1.2.5. List examples of mobile devices

1.1 Describe different types of computers Content:

• Computer classification

• Mobile computing

• Client server concepts Learning Outcomes: Candidates should be able to: 1.1.1 Describe general model of a computer in

relation to the information processing cycle: input, processing, output, storage as well as communication

1.1.2 List and differentiate between the different types of computers. (Range: Dedicated vs. Multi-purpose devices e.g. ATMs and electronic appliances, Mobile computers and devices such as smart phones) 1.1.3 Describe multi-purpose computers in terms of processing power, range, storage, use and price. 1.1.4 Differentiate between portable and non- portable computers. (Range: Super Computers, Mainframe computers, desktop computers, laptops, netbooks, tablets, smartphones and smart devices e.g. google glass, media players) 1.1.5 Explain the term client-server computing 1.1.6 List examples of the applications of client server computing in the real world 1.1.7 Define the term Cloud computing 1.1.8 Discuss the common concepts relating to cloud computing 1.1.9 Discuss the use of the Cloud within a business environment 1.1.10 Discuss the advantages and disadvantages of cloud computing 1.1.11 Discuss the concept of cloud-based services and suites 1.1.12 Discuss the concept of a shared document 1.1.13 Discuss the concept shared documents in relation to user rights 1.1.14 Differentiate between different tools for sharing content on the cloud 1.1.15 Differentiate between different cloud-based applications for practical use within an office and business environment


60 Mins


30 Mins

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1.3 Introduction to systems technologies and the information processing cycle

Content:

• Systems technologies

• Information processing cycle Learning Outcomes: Candidates should be able to: 1.3.1 Define the following terms:

- Information processing - Information processing cycle

1.3.2 Explain how the concepts of information processing and the information processing cycle are related. 1.3.3 Draw a basic model of an information processing device. 1.3.4 Define the terms: Input, Output and Processing 1.3.5 Explain the purpose of storage 1.3.6 Name the various components required and utilised for I/O, storage and processing Range:

- RAM - ROM - Secondary and Primary Storage - CPU - Digital communication mediums


60 Mins


20 Mins

1.4 Basic concepts of systems and application

software Content:

• Systems and Application Software

• Basic file operations Learning Outcomes: Candidates should be able to: 1.4.1 Differentiate between: Systems and

Application software 1.4.2 List examples of different types of systems

and application software 1.4.3 Explain the role of the Operating System (OS) 1.4.4 Explain the role of the OS as an interface

between the user and the computer 1.4.5 Explain the necessity of the various

operations and functions that an OS provide a user.

1.4.6 List examples of different utility software and their purpose (including anti-virus software)

memory capacity, hard drive and storage capacity)

1.2.8. List different examples of software according to different categories (relating to the use per type of computer, including mobile technologies and apps)

1.2.9. Describe the term storage hardware 1.2.10 Discuss the purpose of using storage

hardware/devices. Range: Processing, portability, backup

1.2.15 Differentiate between the general categories of software and apps

1.2.16 Differentiate between storage and memory 1.2.17 Describe the typical characteristics of a hard

disk drive 1.2.18 Discuss the advantages of solid-state drives


90 Mins


15 Mins

1.2.6. Discuss the concept of a wearable device 1.2.7. List the advantages and disadvantages of

mobile technologies 1.2.8. Describe the main components of a smart

phone (mobile device) and a computer 1.2.9. Differentiate between the various features

and specifications of a typical computer 1.2.10 Define the term computer memory 1.2.11 Discuss the primary purpose of memory 1.2.12 Differentiate between different types of

storage hardware and the means of storing data. (Range: Electronic, Magnetic, Optical.)

1.2.13 Discuss the basic characteristics of a common hard disk

1.2.14 List examples of different types of Hard disks and external storage devices and differentiate between their different uses and size.

1.2.15 Differentiate between different types of memory and their purpose (Range: RAM, ROM, Flash Memory)

1.2.16 Select a computer based on the intended use and computer’s specifications

1.2.17 Differentiate between a port and a connector 1.2.18 Identify different types of ports and

connectors among different types of computing devices

1.2.19 Differentiate between Wi-Fi, Bluetooth and NFC connections


120 Mins


45 Mins

1.2 Advantages and disadvantages of the use of ICTs Content:

• Advantages and disadvantages using ICT technologies

• Explain how computers and ICTs influence the real world

Learning Outcomes: Candidates should be able to: 1.2.1 Describe the advantages of using ICT

technologies in everyday life 1.2.2 Describe the disadvantages of using ICT technologies in everyday life 1.2.3 Discuss the reasons for using computers: (Range: saving paper, time, labour, communication costs, efficiency, accuracy, reliability, effect on time and distance, global communication including social networks and web tools such as blogs, wikis)


45 Mins


15 Mins

1.3 Input and output and hardware described in terms of use classification and mode of operation as part of the information processing cycle Content:

• Input peripherals output peripherals

• Data capturing Learning Outcomes: Candidates should be able to: 1.3.1 Discuss the concept of data capturing 1.3.2 Explain the importance of data capturing (input) within the information processing cycle 1.3.3 Describe the purpose of the input process 1.3.4 Describe different types of input hardware with regard to use and classification e.g. direct and indirect entry 1.3.5 Discuss the use and purpose of output within as part of the information processing cycle 1.3.6 Differentiate between different types of output and their purpose within an organisation (Reports, Presentations, Spreadsheets) 1.3.7 Discuss the different types (levels) of management within an organisation and the

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45 Mins


20 Mins

typical documents and reports required by each


60 Mins


30 Mins

1.5 Starting up and shutting down an operating system Content:

• Start a computer system

• Shut down a computer system Learning Outcomes: Candidates should be able to: 1.5.1 Describe the concept of starting and

operating system. (This also include the concept of bootstrapping)

1.5.2 Start an operating system, and log on (Also relates to the concept of why the necessity exist to log into an operating system) 1.5.4 Describe the concept of logging off or placing a computer in sleep mode 1.5.5 Describe the concept of restarting a computer using an appropriate routine 1.5.6 Shut down or restart a computer


60 Mins


20 Mins

1.6 Explore and use the Operating System (OS) Content:

• Operating System use and functions

• File management operations Learning Outcomes: Candidates should be able to: 1.6.1 Identify and name components of the OS desktop 1.6.2 Outline the purpose of the desktop and the task bar 1.6.3 Use the start button on the taskbar to gain access to other functions of the OS.

1.3 Starting up and shutting down an operating system Content:

• Start a computer system Learning Outcomes: Candidates should be able to: 1.3.1 Discuss the typical functions of the OS 1.3.2 Discuss the concept of users and user profiles 1.3.3 Describe the concept of logging off or placing a computer in sleep mode 1.3.4 Describe the concept of restarting a computer using an appropriate routine 1.3.5 Shut down or restart a computer 1.3.6 Differentiate between different types of operating systems and their use between different forms of computing devices 1.3.7 Describe how an operating system interacts with the hardware and other applications


60 Mins


20 Mins

1.4 Exploring the file management operations of the operating system Content:

• File management concepts

• Using the OS Learning Outcomes: Candidates should be able to: 1.4.1 Discuss the concept and purpose of file organisation

1.3 Exploring the file management operations of the operating system Content:

• File management concepts

• Using the OS

• Learning Outcomes: Candidates should be able to: 1.3.1 Perform basic file organisation operations. (Range: open a file, folder or a drive, select individual files and folders or collections of folders and files, sort files according to specific criteria, create a folder or a file, move a folder or a file, copy a folder or a file, rename a folder or a file, restore a folder or a file) 1.3.2 Discuss the concept of compressing a folder or file 1.3.3 List examples of file compression utilities and their associated file extensions 1.3.4 Explain the difference between a compressed folder or file and that of a non- compressed folder or file 1.3.5 Display file or folder properties and interpret the information provided. (Range: size, location, name, number of files.) 1.3.6 Discuss the concept of a hidden file 1.3.7 Discuss the concept of a system file 1.3.8 Change the list/view options of a folder 1.3.9 Search a file using the Operating System search utility by implementing wildcards and specifying criteria such as date modified, size etc. 1.3.10 Share files with other people (shared drive) 1.3.11 Compress or decompress a file or folder for distribution or use 1.3.12 Save and Share a file in the cloud 1.3.13 Change the properties of a file or folder (attributes – types, size, hidden, read only) 1.3.14 Explain how an OS provides a typical interface and the other management operations associated with programs, memory and maintenance tasks

1.4 Explore the maintenance utilities of the operating system Content:

• Systems Maintenance operations Learning Outcomes: Candidates should be able to: 1.4.1 Describe the concepts relating to the maintenance and management tasks of the operating system. (Range: Management of desktop, Management of files and folders, General housekeeping tasks: Defragmentation, Scheduling/updating, Archive, backup, Compress/decompress files. Security features - firewall, anti-virus, control of spyware, adware) 1.4.2 Describe the concept and purpose of installing/uninstalling software (custom and full installation, product keys, activation codes) 1.4.3 Perform the operations related to the maintenance and management tasks of the operating system: General housekeeping tasks: Defragmentation, Scheduling/updating, Archive, backup, Compress/decompress files. Security features – activate and deactivate a firewall, anti-virus. 1.4.4 Uninstall and install software packages.


60 Mins


30 Mins

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1.6.4 Identify common icons and discuss their meaning such as: file icons, folder icons, drive icons, peripheral device icons, shortcuts, recycle bin, applications 1.6.5 Open different windows 1.6.6 Use two programs simultaneously in Windows and switch between the two; 1.6.7 Identify the content of disks and folders in the content panel of Windows Explorer; 1.6.8 Identify the file types correctly according to their extensions; 1.6.9 Perform basic file management operations: Range:

- Create and manage folders - Move files and folders - Select multiple or single files - Name and rename files (including

rules and conventions) - Perform basic search functions - Digital communication mediums

1.6.10 Use the Help function to solve problems 1.6.11 Use available utility software Range:

- Calculator - Paint - Snipping tool


105 Mins


60 Mins

1.4.2 Discuss the concept of naming files and folders as well as naming conventions (Range: Meaning, Location, Purpose, Aid searches etc.) 1.4.3 Describe different types of files: (Range: File extensions (association) - common/generic extensions such as archived/compressed, forms of text files, web pages applications like word processor, spreadsheet, database and presentations graphics, movie, sound, animation, and Adobe Acrobat) 1.4.4 Discuss concepts such as: Drive, path, filename and file extension 1.4.5 Discuss and explain the concepts of: File properties in relation to – types and size 1.4.6 Interpret the representation of a list files in the windows explorer. 1.4.7 Differentiate between the terms: copy, rename, delete, restore, move, view and sort files and folders 1.4.8 Perform basic file organisation operations. (Range: Open a file, folder or a drive). 1.4.9 Select individual files and folders or collections of files and folders, Sort files according to specific criteria, create a folder or a file, Move a folder or a file, Copy a folder or a file, Rename a folder or a file, Restore a folder or a file


120 Mins


45 Mins


150 Mins


60 Mins

1.5 Generalise computer management issues regarding safeguarding against threats Content:

• Threats to a computer system

• Safeguards and measures

• Viruses Learning Outcomes: Candidates should be able to: 1.5.1 Describe the concepts safety and security messages to safeguard a system. 1.5.2 Discuss the concepts: Human error (GIGO, accidents) 1.5.3 Describe different threats to a computer system with regard to: Physical access, Theft, Hardware failures, Power failure and acts of God. 1.5.4 Discuss the risks associated to computers as part of a network 1.5.5 Define the term computer virus. 1.5.6 Differentiate between different types of viruses and threats. 1.5.7 Discuss the common precautionary measures used to safeguard against computer viruses


60 Mins


30 Mins

1.7 Using input and pointing devices Content:

• Use and input device (keyboard)

• Use a mouse Learning Outcomes: Candidates should be able to: 1.7.1 Differentiate between a keyboard and a mouse and input devices 1.7.2 Demonstrate proficiency in using a keyboard Range:

- Introduction to the keyboard and the various frequently used keys. Content Top row Bottom row Combination Introduction to other keys;

Shift, Caps Lock, Insert, Delete,

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Backspace, page up, page down, home, end, Tab, undo, redo, Print screen;

Speed and accuracy drills Random, Basic common short

cuts, Speed and accuracy drills

1.7.3 Demonstrate the correct typing posture and positioning of fingers, wrists, fore-arms and back to facilitate touch typing. 1.7.4 Identify the different sections on a keyboard (alphabetical, numerical, function keys) Range:

- Able to type home row (asdfgh;lkj) - Able to save a document. - Understand the correct use of the

<Enter> key (word wrap) - Able to type top row (qwertyuiop) and

home row - Able to type bottom row (zxcvbnm,./)

and home row - Able to type a combination of short

words and sentences 1.7.5 Demonstrate proficiency in using a pointing device (mouse) Range:

- Understand the different functions of a mouse (right click, left click, scroll)

- Learn How to drag the cursor, double click, click to select

- Develop fine motor skills to better control the mouse

(Common Sense Education, 2019)


240 Mins


120 Mins

1.8 Introduction to Word Processing Content:

• Word processing concepts

Learning Outcomes: Candidates should be able to: 1.8.1 Define the term Word Processing 1.8.2 List examples of different word processing applications

1.5 Purpose of using Word Processing Applications Content:

• Word processing concepts and applications Learning Outcomes: Candidates should be able to: 1.5.1 Explain the purpose of Word Processing

1.4 Use the integrated features and intermediate functions of the word processor Content:

• Document management, formatting and techniques

• Importing data from external sources Learning Outcomes: Candidates should be able to:

1.6 Incorporate advanced functions and document editing Content:

• Manipulating images and graphical elements

• Document collaboration

• Document content references and links

• Protecting a document

• Using forms

• Templates Learning Outcomes:

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1.8.3 Explain why Word Processing software are used.


15 Mins


5 Mins

1.9 Starting a Word Processing application Content:

• Performing basic operations with a Word Processing application

• Storing and retrieving files

• Common file and document operations Learning Outcomes: Candidates should be able to: 1.9.1 Open/Start a Word processor 1.9.2 Create a new blank document 1.9.3 Create a document based on a template 1.9.4 Describe the concept and purpose of templates 1.9.5 Open an existing document 1.9.6 Export/Save a document in another format. (Range: Previous version, rtf, pdf, txt) 1.9.7 Switch between different documents 1.9.8 Explore common features of the Ribbon Tabs, Quick Access toolbar, and File tab, Menus 1.9.9 Change the default folder for saving documents 1.9.10 Use the help function provided


120 Mins


60 Mins

1.10 Keyboarding and keyboard proficiency in a document Content:

• Use of the keyboard

• Common keys and their function Learning Outcomes: Candidates should be able to: 1.10.1 Identify and use a number of keys and explore their effects in a word document. (Range: Alphabetical keys, number

1.5.2 List and describe different uses of word processing (types of documents created) to represent information to users. 1.5.3 Describe the benefits of using a word processor 1.5.4 Describe the characteristics of a good document


15 Mins


5 Mins

1.6 Use basic features to create and edit and format a document Content:

• Edit a document

• Format a document Learning Outcomes: Candidates should be able to: 1.6.1 Use basic features to format a Word processor document. 1.6.2 Use editing functions and shortcuts such as: cut, copy, paste, find and replace 1.6.3 Apply basic formatting to a document. (Range: Font type, style, size, colour, highlight and effects. Paragraph: spacing, justification, alignment, borders, shading and indents, Using existing quick styles in gallery) 1.6.4 Add or remove bullets numbers in a single level list, switch between standard bullets, numbered lists. 1.6.5 Apply reading and proofing techniques. Range: proofing: spelling and grammar 1.6.6 Set margins of the document, page or set of pages according to requirements 1.6.7 Select and use page orientation for different purposes 1.6.8 Create and edit text using the columns and column break functions 1.6.9 Change the spacing between paragraphs and text 1.6.10 Insert page breaks and section breaks 1.6.11 Add themes and a background 1.6.12 Insert, use and modify line numbers 1.6.13 Set the indentation values of a paragraph 1.6.14 Insert, use and modify tab stops and tab settings.

1.4.1 Select and use page orientation for different purposes 1.4.2 Apply file management techniques to the document. (Range: Printing (including options such as range of pages, odd or even, number of copies, print quality, pages per sheet), send to (e-mail, Internet fax), convert, properties)) 1.4.3 Add multi-level numbering and bullets 1.4.4 Input data from different file formats, e.g. text files, csv, rtf, tables and objects from other office suite applications E.g. Spreadsheet chart, partial spreadsheet, tables, diagrams and images. 1.4.5 Differentiate between inserting a linked object into a document and pasting an object into a document 1.4.6 Apply special editing features. (Range: Paste special, find and replace (extend to using more options) 1.4.7 Apply intermediate Document layout functions. (Range: Section breaks and sections, Headers and footers (including date, path and filename) Page numbers: Different first page, odd, even, starting from a specific number)


120 Mins


75 Mins

1.5 Use the Mail merge feature in a document Content:

• Data and data import

• Creating labels and data table

• Importing and using external data Learning Outcomes: Candidates should be able to: 1.5.1 Create a primary document for distribution and mailing purposes for example an invitation, notice or a label 1.5.2 Select or create an applicable data source (spreadsheet, word table or csv, (comma separated values file) outlook address book; for use in the mail merge 1.5.3 Insert various data labels for the main document

Candidates should be able to: 1.6.1 Integrate, images and text 1.6.2 Use advanced text box features 1.6.3 Create and/or Import and utilize quotes and referencing 1.6.4 Draw and or import shapes 1.6.5 Use collaboration functions. (Range: Share a document, review a document, review and apply track changes, merge changes from other documents) 1.6.6 Add captions, cross references, bookmarks and hyperlinks 1.6.7 Add basic citations and generate a bibliography 1.6.8 Add a digital signature and password protection 1.6.10 Create a basic form for data input and manipulate an existing form 1.6.11 Create and modify a document from a template


120 Mins


30 Mins

1.7 Integrated solution and document development using a word processor Content:

• Designing and constructing a document for a particular purpose

• Importing data from external sources Learning Outcomes: Candidates should be able to: 1.7.1 Apply various techniques to design and develop an integrated document based on a set of requirements for a particular business purpose.


60 Mins


30 Mins

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keys/num lock, Caps Lock, Enter, Backspace, Delete, Spacebar, Shift, Tab, Ctrl + Alt, Delete and F keys) 1.10.2 Practise using these keys to create and edit a text document, for example using tab key for indenting 1.10.3 Use basic features to edit a Word document. (Range: Move around in it; type in it (INS); delete text; start a new paragraph; type in capital letters and use UNDO and REDO functions. Select data using keyboard and/or mouse, entering, editing and deleting text. Basic punctuation - one space after all punctuation, including periods, formatting marks.) 1.10.4 Describe the GIGO (Garbage In Garbage Out) principle using a word processor document 1.10.5 Use other keys and combinations thereof on the keyboard such as Shift, Caps Lock, Insert, Delete, Backspace, page up, page down, home, end, Tab, undo, redo, Print screen; 1.10.6 Revise alphabetical keys. 1.10.7 Type special characters, symbols and punctuation marks available on the keyboard. (! @ # $ % ^ & * ? < >) 1.10.8 Demonstrate the use of common shortcuts for Editing text e.g. Ctrl + Ctrl +B, Ctrl +I, Ctrl +U, Ctrl +Z and Ctrl + Enter, 1.10.9 Ctrl + C (copy), Ctrl + X (cut), Ctrl + V (paste) 1.11 Reinforce practical keyboarding and typing skills within a word processor. Content:

• Creating and editing documents

• Touch typing

• Basic speed typing Learning Outcomes: Candidates should be able to: 1.11.1 Type 15-minute speed tests. 1.11.2 Type revision, remedial and drill exercises. 1.11.3 Reinforce the concepts mastered as part of LO 1.10 1.11.4 Type speed building exercises (using a typing tutor) 1.11.5 Touch type with confidence: Range:

- Alphabetic keys - numeric keys (numeric keypad and/or

top row numbers) 1.11.6 Apply basic editing and correction using shortcut keys


150 Mins


60 Mins

1.7 Use Insert functions to create and edit a document Content:

• Edit a document

• Use insert functions and functionality Learning Outcomes: Candidates should be able to: 1.7.1 Insert a table, picture or clip art, header and footer, word-art, SmartArt, shapes, chart, textbox, screenshot, active window screenshot, page number, header and footer and page breaks in a text 1.7.2 Create a table, edit, insert and modify data in a table 1.7.3 Modify the appearance of a table (inserting, moving, merging, deleting cells, rows and columns) 1.7.4 Apply an existing style to a table 1.7.5 Modify the appearance of a table, borders, fill, cell border 1.7.6 Modify the size, position, layout and appearance of the inserted object (Range: shape, table, SmartArt, chart, textbox, WordArt) 1.7.7 Modify the position and the text wrapping options of an object 1.7.8 Select, copy and move an object in a document and between different documents 1.7.9 Use the send to front and send to back features of an object 1.7.10 Format a table using the borders and shading function 1.7.11 Format a picture or clip art using the resizing function 1.7.12 Preview and print the document using advanced printing functions 1.7.13 Add a symbol to a document (E.g. ∞, €) 1.7.14 Perform a spell check on a document


90 Mins


90 Mins

1.5.4 Merge a mailing list with a letter, label or other document as a new file or printed output 1.5.5 Save and print the mailing list or document


90 Mins


75 Mins

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240 Mins


165 Mins

1.12 Use basic features to create and edit and format a document Content:

• Edit a document

• Format a document Learning Outcomes: Candidates should be able to: 1.12.1 Illustrate the purpose and advantages of using word processing software. 1.12.2 Demonstrate the ability to open and save a document. 1.12.3 Differentiate between saving and saving as 1.12.4 Use basic features to format a Word processor document (font group, use of style group) 1.12.5 Use editing functions and shortcuts such as: cut, copy, paste, find and replace 1.12.6 Apply basic formatting to a document. (Range: Font type, style, size, colour, highlight and effects. 1.12.7 Add or remove bullets numbers in a single level list, switch between standard bullets, numbered lists. 1.12.8 Insert pictures and shapes (insert, wrap, sizing) 1.12.9 Capture and insert a screenshot 1.12.10 Set margins of the document, page or set of pages according to requirements 1.12.11 Select and use page orientation for different purposes 1.12.12 Use a variety of layout and formatting options. Range:

- change line spacing (single, 1.5 and double)

- change paragraph spacing (before and after)

- insert, use and modify tab stops and tab settings.

- apply paragraph alignment (left, centre, right, justify)

- increase and decrease indent feature - inserting symbols (basic: caret (ê),

acute (é), diaresis (ë), plus-minus (±), etc.

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- Preference to numbers but exposure to Roman numerals (i, ii, iii) as well as Alphabetical (a, b, c) numbering

1.12.13 Apply Spell/Grammar checking and proofing. 1.12.14 Export a document to a different format (e.g. pdf)


120 Mins


60 Mins

1.13 Spreadsheet basics Content:

• Use the spreadsheet application

• Spreadsheet documents Learning Outcomes: Learning Outcomes: Candidates should be able to: 1.13.1 Define the term and purpose of spreadsheet processing 1.13.2 List and describe different uses of spreadsheets (types of documents created) to represent information to users 1.13.3 Open/Start the spreadsheet application 1.13.4 Create a new blank spreadsheet/worksheet 1.13.5 Navigate a workbook 1.13.6 Create a new spreadsheet based on a template 1.13.7 Open an existing spreadsheet 1.13.8 Export/Save a spreadsheet in another format. (Range: Previous version, rtf, pdf, txt, csv) 1.13.9 Switch between different spreadsheets and worksheets 1.13.10 Explore common features of the Ribbon Tabs, Quick Access toolbar, and Office Button, Menus 1.13.11 Use the help function provided 1.13.12 Differentiate and move between a tab sheet, row, column and a cell


120 Mins


90 Mins

1.8 Spreadsheet applications Content:

• Purpose and use of spreadsheets

• Benefits of using spreadsheets Learning Outcomes: Candidates should be able to: 1.8.1 Define the term and purpose of spreadsheet processing 1.8.2 List and describe different uses of spreadsheets (types of documents created) to represent information to users 1.8.3 Describe the benefits of using a spreadsheet application 1.8.4 Describe the characteristics of a good spreadsheet document 1.8.5 Discuss how spreadsheets are used to transform data into useful information and list examples of such cases


60 Mins


30 Mins

1.9 Use formulae to perform basic calculations in a spreadsheet Content:

• Construct and use formulae

• Apply basic calculations and techniques Learning Outcomes: Candidates should be able to:

1.6 Managing and editing a worksheet /spreadsheet Content:

• Edit a spreadsheet/worksheet

• Manage a spreadsheet or worksheet Learning Outcomes: Candidates should be able to: 1.6.1 Select a row/column or sets of adjacent cells 1.6.2 Multi-select different rows and cells or columns 1.6.3 Modify the column and row widths 1.6.4 Modify the display settings of a column or row or set of cells 1.6.5 Freeze and unfreeze rows and columns 1.6.6 Switch between different worksheets 1.6.7 Insert, edit and delete a worksheet 1.6.8 Apply good naming techniques in the naming of worksheets 1.6.9 Edit a worksheet by changing the formatting of cells. (Range: Data type, borders, shading, colouring, alignment, wrapping, merge, alignment, text direction, merge, split and auto fill) 1.6.10 Apply formatting techniques to rows, columns and sheets by changing the size (width and height), insert, delete, hide, unhide, borders and styles 1.6.11 Reinforce generic/common concepts such as formatting and editing, page layout, illustrations, search and proofing as in word processor 1.6.12 Display and print the formulae entered into a worksheet 1.6.13 Import data in a different format into a worksheet

1.8 Use formulae and implement advanced functionality to perform intermediate to advanced calculations in a spreadsheet Content:

• Use advanced formulae constructs

• Incorporate advanced calculations

• Perform advanced charting operations Learning Outcomes: Candidates should be able to: 1.8.1 Use an if statement/function as part of a worksheet. Range: If statement nested to a maximum of two conditions 1.8.2 Use of relational operators (> < <= >= <>) in simple IF functions 1.8.3 Use and incorporate basic date and time functions and calculations 1.8.4 Use and incorporate text functions. (Range: left, right, mid, concatenate, len, value and find) 1.8.5 Incorporate the Vlookup function, including error indicator #N/A 1.8.6 Incorporate and apply conditional formatting as part of a worksheet 1.8.7 Include and use a Pivot table as part of a spreadsheet (Creating a pivot table, add pivot filters and slices) 1.8.8 Incorporate advanced charting techniques (Combination charts, In cell charts, sparklines) 1.8.9 Interpret manage and resolve additional error messages such as interpreting error indicators such as: circular reference, #NULL! 1.8.10 Incorporate advanced functions as part of the solution (Index, Match, Offset, Choose, PMT, IPMT)

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1.14 Use basic features to create and edit a spreadsheet Content:

• Edit a spreadsheet

• Apply basic formatting Learning Outcomes: Candidates should be able to: 1.14.1 Add content to a cell 1.14.2 Edit content of an existing cell 1.14.3 Use basic features to format a Spreadsheet Range to format text: Highlight text; typing text in bold, italics and underline; typing text in different styles and font sizes; using the alignment functions - left, right, merge & centre; adjust the width of the columns and height of rows and insert borders (horizontal and vertical lines) 1.14.4 Use basic features to edit and change information in a spreadsheet Range of editing: Move around in it; delete text; type in capital letters, insert rows and columns and use UNDO and REDO functions (Range of changes: Change the contents of a cell or part of the contents of a cell 1.14.5 List and describe the common types of data that may be entered into a cell 1.14.6 Understand the concept that a cell in a worksheet document refers to only one element of data of a specific type 1.14.7 Understand the concept of a Column, Row and worksheet and the purpose of each 1.14.8 Enter data of different types in a cell 1.14.9 Differentiate between different data types and their use to represent data/information. (Range: Strings, General, Number, Currency, Date and Time) 1.14.10 Edit the data content of a cell 1.14.11 Select a cell, range of adjacent cells, range of non-adjacent cells, entire worksheet 1.14.12 Understand and apply the concept of a cell reference 1.14.13 Format the content of a cell and change the format of dates and currency, change number formats and decimal settings) 1.14.14 Implement good practices in creating lists and tables. (Range: avoid blank rows and columns in the main body of list, insert a blank row before Total row, ensure cells bordering list are blank.) 1.14.15 Explain the purpose of a spreadsheet and the concepts of a cell, row, column and a sheet. 1.14.16 Demonstrate the resizing of rows and columns

1.9.1 Perform the basic spreadsheet calculations by inserting formulas and using basic operators including +, -, *, /, 1.9.2 Understand the order of precedence and the use of brackets 1.9.3 Use the autofill tool to repeat formulae and increment data entries 1.9.4 Understand the implementation and use copy and paste to repeat data entries and formulae 1.9.5 Insert and use functions and/or create equivalent equations to: add, subtract, divide, multiply, auto sum, percentage, average, maximum, minimum, count cells, rows and columns 1.9.6 Understand the use and purpose of absolute cell referencing 1.9.7 Implement absolute cell referencing as part of a formula 1.9.8 Understand the importance of using cell references rather than constant values in cells and formulae 1.9.9 Understand and interpret and manage (correct/fix) error indicators. (Range: #######, #NAME!, #DIV/0!, #REF!,#VALUE!, #NUM!)


240 Mins


180 Mins


90 Mins


60 Mins

1.7 Create and edit charts within a spreadsheet Content:

• Charting concepts Learning Outcomes: Candidates should be able to: 1.7.1 Identify the different types of charts 1.7.2 Describe different types of charts and explain their applicable use and purpose i.e. type/summary of information they convey 1.7.3 Interpret a given chart and make certain deductions 1.7.4 Validate a chart against a set of data 1.7.5 Create a column, line and pie chart 1.7.6 Create format and edit and exiting chart by adding and modifying the basic elements and appearance of a chart 1.7.7 Apply appropriate options to the graph type chosen 1.7.8 Insert a chart as an object or to a separate worksheet 1.7.9 Insert and modify chart titles and legends 1.7.10 Edit the appearance of a chart by changing the fill colour 1.7.11 Edit the appearance of a chart by changing the data labels, gridlines, titles


90 Mins


60 Mins

1.8 Use formulae and implement advanced functionality to perform intermediate to advanced calculations in a spreadsheet Content:

• Use advanced formulae constructs

• Incorporate advanced calculations Learning Outcomes: Candidates should be able to: 1.8.1 Implement auto-fill options as part of a spreadsheet 1.8.2 Incorporate and use spreadsheet functions. (Range: round, small, large, countif, counta,

1.8.11 Change the appearance of a chart/graph by inserting and editing existing vales and column references 1.8.12 Change the minimum and maximum values for use as part of a chart 1.8.13 Relabel the axes and other chart components 1.8.14 Create stacked bar and column bars using graphics 1.8.15 Create a Combo Chart 1.8.16 Add sparklines and filters


270 Mins


180 Mins

1.9 Integrate and practise creating and editing different spreadsheet documents to solve problems Content:

• Problem solving with a spreadsheet

• Problem analysis

• Solution development

• Validation of a solution

• Incorporating different techniques and functions

Learning Outcomes: Candidates should be able to: 1.9.1 Analyse a given problem into inputs, processes and requirements for output 1.9.2 Utilise a spreadsheet and applicable functionality to present a solution to a particular problem, based on the analysis 1.9.3 Consolidate and reinforce content, concepts and skills 1.9.4 Import data from different formats into a worksheet 1.9.5 Recognise common relationships and patterns in the data presented 1.9.6 Apply and construct appropriate formulas and calculations for implementation towards the solution 1.9.7 Identify appropriate functions to suit scenario and solve problem. (Range: Date and time, maths, statistical, text, logical, lookup and reference, calculations) 1.9.8 Present a solution to the problem utilising available spreadsheet tools and functionality

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1.14.17 Transfer common features from word processing skills (e.g. copy, paste, save) 1.14.18 Use basic formatting and editing to format cells: wrap, merge, split, alignment, borders, shading, text direction and autofill 1.14.19 Decide on common data types such as:

- General - Number - Currency - Text

1.14.20 Spell check; preview and set print (range or sheet) options and print the document


300 Mins


120 Mins

1.15 Use formulae to perform basic calculations in a spreadsheet Content:

• Construct and use formulae

• Apply basic calculations and techniques Learning Outcomes: Candidates should be able to: 1.15.1 Perform the basic spreadsheet calculations by inserting formulas and using basic operators including +, -, *, /, 1.15.2 Understand the order of precedence and the use of brackets 1.15.3 Use the autofill tool to repeat formulae and increment data entries. 1.15.4 Use basic functions: MIN, MAX, SUM, COUNT and AVERAGE to solve simple problems 1.15.5 Sort data 1.15.6 Identify problems based on the following error indicators: #VALUE, #NAME, #NUM, #REF, #DIV/0, #N/A, ###### 1.15.7 Troubleshoot basic errors in formulae and functions


210 Mins


150 Mins

countblank, sumif, power and rand/random, randbetween) 1.8.3 Use an if statement/function as part of a worksheet. 1.8.4 Use of relational operators (> < <= >= <>) in simple IF functions (Single condition) 1.8.5 Implement rounding off numbers and understand and illustrate the difference between rounding and formatting


180 Mins


120 Mins

1.9.9 Use more advanced combinations of functions and formulas to solve a problem and present information 1.9.10 Include an appropriate graph for a given scenario 1.9.11 Interpret and communicate the solution design 1.9.12 Create. Modify, Save and edit a spreadsheet for use as part of a mail merge operation


150 Mins


150 Mins

Notes on 1.7, 1.8 and 1.9 Some of the types of problems that could be presented for solution development could include topics and content from various domains such as:

- Finance e.g. budgets, orders, estimates, statements, investments, etc.

- Measurement e.g. distances travelled, athletic times and scores, temperatures, etc.

- Statistics e.g Min, Maximum, Mode, Median, Frequency, Standard deviation, Correlation etc.

- Maps and fixed designs (drawings) which include representations of the physical world e.g. tabulated distances between locations travelled, Summary and comparisons between different structured and buildings, Volumes of shapes etc.

- Handling, analysis and interpreting data in various forms and formats, e.g. Ranges in months, dates, textual data, forecasts, probabilities, graphs etc.

The questions, problems and scenarios posed could be interrelated from various domains to illustrate the use of technology as an enabler and supporter of business operations. It is also important that the students present an understanding of generic concepts relating to problem solving and computational thinking which include concepts such as: Tax, VAT, Interest, Depreciation, Percentage, Fraction, Frequency, Mode, Mean, Inflation, Decrease, Increase, Ratios, Composition, Subtotals and Totals

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1.10 Purpose of using presentation software Content:

• Purpose and the use of presentation software

Learning Outcomes: Candidates should be able to: 1.10.1 Define the term presentation software 1.10.2 List and describe different uses of presentations (types of presentations created) to represent information to users. 1.10.3 Describe the benefits of using presentation applications 1.10.4 Describe the characteristics of a good presentation document 1.10.5 Discuss how presentations are used to convey information and knowledge and list practical examples of such cases.


60 Mins


15 Mins

1.11 Use basic features to create, edit and format a presentation Content:

• Create a presentation

• Edit and format a presentation Learning Outcomes: Candidates should be able to: 1.11.1 Create a presentation incorporating slides using different slide layouts and format themes 1.11.2 Use basic features to format the slides. (Range to format text: Highlight text; typing text in bold, italics and underline; typing text in different styles and font sizes; using numbers and bullets first level and using the alignment functions - left, right, centre) 1.11.3 Design a presentation for a specific content matter and select a slide layout and format 1.11.4 Insert a relevant clip art or picture in the presentation 1.11.5 Perform common editing operations on a slide show 1.11.6 Insert a relevant piece of text or object or chart from a word processor or spreadsheet document into a slide 1.11.7 Differentiate between embedding and inserting an object

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1.11.8 Select and apply appropriate animation and transition effects for your presentation 1.11.9 Spell check and save the presentation 1.11.10 Preview and print by selecting different printing options. (Range: Slides, hand-outs and notes pages)


150 Mins


90 Mins

1.9 Use electronic notebooks Content:

• Basic concepts of electronic notebooks

• Create and edit an electronic notebook Learning Outcomes: Candidates should be able to: 1.9.1 Define the concept electronic notebook 1.9.2 Discuss the use of electronic notebooks for personal use and use within an organisational environment 1.9.3 Open and explore the OneNote UI 1.9.4 Creating a new notebook 1.9.5 Discuss the concept of a notebook and its organisation 1.9.6 Save a notebook 1.9.7 Add pages and subpages 1.9.8 Take and save notes 1.9.9 Add content to a page 1.9.10 Understand and use a container 1.9.11 Move and delete a page 1.9.12 Add and manage sections 1.9.13 Formatting notes and pages 1.9.14 Perform basic text and content editing and spell checks 1.9.15 Perform formatting operations to text and paragraphs and content


180 Mins


120 Mins

1.10 Use electronic notebooks Content:

• Concepts of electronic notebooks

• Create and edit an electronic notebook Learning Outcomes: Candidates should be able to: 1.10.1 Perform more advanced organisation and formatting of sections and pages 1.10.2 Add and create unfiled notes 1.10.3 Add and copy content to a notebook 1.10.4 Attaching files and screenshots 1.10.5 Work in pen mode 1.10.6 Add external content and images 1.10.7 Convert handwriting 1.10.8 Add and modify tables 1.10.9 Add tags to notes 1.10.10 Insert and manage video and audio files 1.10.11 Change the properties of a notebook 1.10.12 Saving and printing a notebook and parts thereof 1.10.13 Sharing a notebook with other people


150 Mins


120 Mins

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It would be useful for students to apply simple business applications in MS Excel, write reports etc. in MS Word, and use MS PowerPoint for presentations and create a OneNote notebook with content. Links to doing assignments for their other subjects could be provided as part of other subject text, curricula and prescribed resources. Students should apply a combination of techniques, knowledge and skills learned to new situations in order to complete a task/solve a problem or achieve an objective. Students should complete integrated practical tasks that encourage thinking and decision - making. Emphasis should also be placed on educating students as informed users who are able to use and make decisions around appropriate use of technology to support business and daily life. Scenarios used as part of the content presentation could include business scenarios, the creation of applicable reports and statements as well as generic business-oriented problems, scenarios and activities. Students should be proficient in exhibiting skills to:

- Apply routine and non-routine procedures and problems in a wide range of familiar and unfamiliar contexts and situations - Select and apply a range of mathematical and computational thinking skills and methods to find solutions - Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions - Compile documents, including extended writing, and communicate information, ideas and opinions effectively and persuasively - Manage information storage to enable efficient retrieval - Bring together information to suit content and purpose - Enter, develop and format information independently to suit its meaning and purpose, including text and tables, images, numbers, graphs and records - Apply decision-making and problem-solving skills - Extend planning, research, critical thinking, analysis, synthesis, evaluation and presentation skills - Develop confidence in applying the content, application software and technologies they have studied - Develop and apply skills creatively, demonstrating initiative. - Seek advice and support when needed, and from appropriate sources.


240 Mins


180 Mins

Topic 2

2.1 Networking concepts Content:

• Networks and its domains

Learning Outcomes: Candidates should be able to: 2.1.1 Define the term network 2.1.2 List and briefly describe common examples of everyday networks 2.1.3 Discuss the advantages and disadvantages of using networks 2.1.4 Describe the basic components and hardware required for network communications 2.1.5 Differentiate between the use, purpose and operation of different types of networking hardware. (Basic overview)


45 Mins


15 Mins

2.1 Hardware components that constitute a network Content:

• Networking hardware

• Networks and their use

• Modes of communication and media

Learning Outcomes: Candidates should be able to: 2.1.1 Describe the basic components and hardware required for network communications 2.1.2 Differentiate between the use, purpose and operation of different types of networking hardware. (Basic overview) 2.1.3 Differentiate between different communication media (wired vs. wireless), mode of transmission advantages and disadvantages. (Range: Types of cabling and components, Types of transmitters and components. (Twisted Pair, Fibre optic, Infrared, Radio, Cellular, Microwave, Satellite)

2.1 Different types of networks and architectures Content:

• Network architectures

Learning Outcomes: Candidates should be able to: 2.1.1 Differentiate between local area network (LAN) vs. metropolitan area network (MAN) vs. wide area network (WAN) - coverage and where it is used 2.1.2. Discuss the internet as a WAN 2.1.3 Define the term network architecture 2.1.4 Differentiate between different network architectures. (Range: client server and peer to peer and internet peer to peer)


45 Mins


15 Mins

2.1 Electronic communication Content:

• e-Communication tools

Learning Outcomes: Candidates should be able to: 2.1.1 Define the term e-communication 2.1.2 Overview of applications/tools to facilitate e- communication - purpose and uses (What is it? What is it used for?) E-mail, Web browser, File Transfer Protocol (FTP), instant messaging, chat rooms, video conferencing and Voice over Internet Protocol (VoIP), RSS aggregator, Weblog, text, picture and video messaging 2.1.3 Discuss, e-mail as a form of e- communication. (Range: Uses of e-mail, E- mail accounts (Internet Service Provider (ISP) and web-based), E-mail addresses) 2.1.4 List and discuss the advantages and disadvantages of using e-mail 2.1.5 Discuss the proper use of e-mail 2.1.6 Explain the different components of an e- mail message. (Range: e-mail address, addressees, attachment and signature.)

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2.1.4 Describe how a small office network or home office network could be installed and with an internet connection.


90 Mins


45 Mins

2.2 Use of networks to enable the digital era Content:

• Information age

• Communication networks and tools Learning Outcomes: Candidates should be able to: 2.2.1 Discuss how networks enable the information age 2.2.2 Define the term e-collaboration and discuss how networks enable the concept 2.2.3 Discuss how e-concepts progress towards overcoming the digital divide. (Range: e- government, e-learning, e-health, e- education) 2.2.4 Discuss reasons for using networks such as communication, access to/sharing resources, centralisation, file and funds transfer, productivity, leisure. E.g. (Chat rooms, e- mail, FTP, Instant messaging, Web, Wiki’s, Conferencing)


60 Mins


15 Mins

2.1.7 Create an e-mail address on the Internet using a client. (e.g. Gmail) 2.1.8 Draft and send e-mails to friends and fellow students 2.1.9 Retrieve e-mails and respond appropriately


120 Mins


75 Mins

2.2 Communication software Content:

• Communication software Learning Outcomes: Candidates should be able to: 2.2.1 Describe the purpose of communication software 2.2.2 List examples of communication software 2.2.3 Discuss the role that different forms of communication software could play within a business environment.


30 Mins


15 Mins

N4 N5 N6

Topic 3

Introduction to computational thinking (CT) Outcomes 3.1 and 3.2 for this Topic are the same across all levels but should be contextualised against the skills and outcomes to be mastered as part of the other topics. This topic is integrated and should not be assessed as a single or separate topic but requires integration with the other topics in relation to the applicable skills and competencies that the student would have mastered.

3.1 Computational Thinking skills Content:

• Computational Thinking

• Problem solving

Learning Outcomes: Candidates should be able to: 3.1.1 Define the concept CT and its components (Range: Pattern recognition, abstraction, decomposition and possibly algorithms) 3.1.2 Apply CT processes within a given problem domain

3.1 Apply computational thinking (CT) skills towards the development of a computer-based solution Content:

• Application of CT

• Analysis of problems

• Evaluation of alternatives

• Design and demonstration of a possible solution Learning Outcomes: Candidates should be able to: 3.1.1 Define the concept CT and its components (Range: Pattern recognition, abstraction, decomposition and possibly algorithms) 3.1.2 Apply CT processes within a given problem domain 3.1.3 Decompose a given problem into smaller manageable parts 3.1.4 Identify the purpose and objectives of each of the parts 3.1.5 Recognise different patterns and trends within the data, problem and possible solution 3.1.6 Identify the general principles and elements of the patterns 3.1.7 Design a solution to address the problem

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3.1.3 Place objects/statements/words in a correct order 3.1.4 Use detail to follow certain steps to complete an action 3.1.5 Identify what a pattern is 3.1.6 Interpret a given set of raw data then recognise the pattern 3.1.7 Look for similarities among and within problems 3.1.8 Make predictions based on patterns 3.1.9 Define the term algorithm 3.1.10 Explain how algorithms are part of our daily lives and processes 3.1.11 Understand what an algorithm is in simple real-life scenarios 3.1.12 Read, understand and explain an existing algorithm 3.1.13 Trace steps in an algorithm 3.1.14 Use the following problem-solving steps and techniques to solve a problem:

- Write down the main ideas and requirements of the problem.

- Represent the problem by using a diagram, table, flow chart, description or any other method to indicate how you understand the problem.

3.1.15 Identify the tools/instruments needed to solve the problem 3.1.16 Plan the detail and sequence the steps. 3.1.17 Break down a complex problem or system into smaller, more manageable parts through decomposition 3.1.18 Focus on the important information only, ignoring irrelevant detail and seeing problems as finite chunks which can be re- used rather than re-built over and over again through abstraction 3.1.19 Implement the steps to solve the problem. 3.1.20 Reflect on how well you have solved the problem.


270 Mins


150 Mins

3.1.8 Develop a solution and demonstrate its ability to solve the problem


180 Mins


150 Mins

3.2 Find and Access Data and Information →Process Data and Information → Present Solution Content:

• Data, Information, knowledge and insight

• Generating concepts and reformulating the tasks

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Learning Outcomes: Candidates should be able to: 3.2.1 Differentiate between data and information, knowledge and insight 3.2.2 Analyse a given problem or task 3.2.3 Develop and construct questions towards obtaining information to solve a problem 3.2.4 Identify different types of information 3.2.5 Identify and select the best sources of information 3.2.6 Develop an instrument to collect information 3.2.7 Analyse the information gathered 3.2.8 Rework and manipulate the information 3.2.9 Processing data correctly into useful information using a variety of tools and techniques leading to a solution 3.2.10 Develop a plan to solve a problem 3.2.11 Present information in logical grouping and flow supported by appropriate texts and graphics to enhance understanding 3.2.12 Present cohesive and logical recommendations/conclusions


210 Mins


120 Mins

Notes: For this topic, the general outcomes relate to the student’s ability to - understand the role and uses of data and information; - know how to determine what information/data is needed to complete a task/solve a problem; - know where to find information to complete a task/solve a problem; - know how to access and gather data and information; - know how to evaluate the authenticity of information; - know how to process data/manipulate information to assist interpretation thereof or in generating new understanding; - be able to make informed conclusions/recommendations based on interpretation of knowledge and new understanding; and - be able to present and communicate the solution/findings in appropriate presentation media.

N4 N5 Note: The content covered for N4 is also applicable for N5

N6 Note: The content covered for N4 and N5 is also applicable for N6

3.3 Online collaboration tools and services Content:

• Different forms of online collaboration tools

• Purpose of online collaboration tools

• Different types of rights and users

Learning Outcomes: Candidates should be able to: 3.3.1 Discuss the purpose of online collaboration tools 3.3.2 Highlight the benefits of online collaboration 3.3.3 List examples of different online collaboration tools 3.3.4 Differentiate between different types of collaboration tools and their purpose

3.3 Working with forms Content:

• Create an online form for data collection

• Edit an existing form

• Export and analyse results Learning Outcomes: Candidates should be able to: 3.3.1 Define the concept of an online form 3.3.2 Discuss the purpose of using forms in relation to collaboration and data collection 3.3.3 Design and create a form 3.3.4 Edit the content of a form (Add and edit questions, select and change response types)

Generic notes on the content for N4 to N6 Reinforce content, concepts and skills from N4 to N5 Apply the skills towards the development

and construction of a solution in relation to the use of application packages

Task definition, data and information gathering

Quality control of information:

• Evaluate questions (types/levels/variety) - Questions that can be answered

explicitly by facts, e.g. questions

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3.3.5 Create an online collaboration account 3.3.6 Differentiate between a collaborator and a viewer 3.3.7 Differentiate between the different operations a typical owner of a document can perform 3.3.8 Describe the concept of a restriction 3.3.9 Differentiate between the different operations a typical collaborator of a document can perform 3.3.10 Differentiate between the different operations a typical viewer of a document can perform The college could decide to implement either one of the following approaches

It is suggested that each student creates a Gmail account for him or herself. The lecturer involved could also create one and various of the concepts could be explained done using Google.

Microsoft accounts and related collaboration tools (Office 365)


150 Mins


60 Mins

3.3.5 Define specific forms settings (Choose collaborators, responses allowed, see summaries) 3.3.6 Allow collaborators to preview and edit the form 3.3.7 Preview and review form 3.3.8 Send a form 3.3.9 Collect and analyse responses 3.3.10 Download responses as a csv or spreadsheet file 3.3.11 Import the downloaded csv file into a spreadsheet application 3.3.12 Perform an analysis of the data collected 3.3.13 Print (and or) publish a form and responses


90 Mins


60 Mins

3.4 Working with online documents and folders Content:

• Online document management and operations

Learning Outcomes: Candidates should be able to: 3.4.1 Create and/or upload different types of documents 3.4.2 Perform basic editing operations on a document 3.4.3 Invite other users (via e-mail) to view or modify a document or set of documents 3.4.4 Add and manage viewers and collaborators 3.4.5 Perform document editing online with other people 3.4.6 Review apply, and undo changes made 3.4.7 Publish a document to the web 3.4.8 E-mail a document as an attachment or link


60 Mins


30 Mins

starting with words such as What? When? Where? Who? How many? etc.

- Questions that will help you to examine, explore, query, e.g. questions starting with Why? How? etc.

- Questions that will help you to adjust alter or predict, e.g. questions starting with If? What if? etc.

- Questions that will help you to make a judgment, critique, review or find meaning of some sort, e.g. questions starting with Would it be better if? What recommendation? How can I determine? What would be the best way? etc.

• Evaluate information - Authority (who created it?) - Accuracy (are the facts

substantiated?) - Currency (is it up to date/still

relevant?) - Objectivity (any bias?) - Coverage (how well does it

cover the topic?)

• Evaluate websites: Criteria - Affiliation (e.g. who supports

the Website?) - Audience (e.g. level at which it

is written/who is it intended for?)

- Authority (e.g. who is the author and what are his/her credentials?)

- Content (e.g. organisation of content and working links)

- Currency (e.g. is the information on the

- Web-page up-to-date?) - Design (e.g. is it easy to navigate

and visually pleasing? How quickly does it download?)

- Objectivity (e.g. does it reflect any preconceptions?)

• Role of spreadsheet and database to process and manipulate data to provide information

• Reinforce content, concepts and skills through application packages

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120 Mins


90 Mins

3.4 Blogging principles

• Basic blogging concepts

• Creating and maintaining a blog site Learning Outcomes: Candidates should be able to: 3.4.1 Define the concept of a blog 3.4.2 Explain how a blog differs from a website 3.4.3 List examples of different blogging tools and services 3.4.4 Explain the purpose and use of blogs 3.4.5 Describe the advantages and disadvantages of using blogs 3.4.6 Discuss how blogs could be used and an informing tool or service 3.4.7 Create/setup or use a profile 3.4.8 Choose a blogging platform 3.4.9 Start a blog 3.4.10 Design a blog (select a from a template) 3.4.11 Differentiate between the various components of a blog and their purpose 3.4.12 Add pages/posts to a blog


150 Mins


90 Mins

3.5 Create a blog as an informing tool

• Blogging concepts

• Creating and maintaining a blog site Learning Outcomes: Candidates should be able to: 3.5.1 Manage and edit posts and pages 3.5.2 Adding categories and tags 3.5.3 Group content 3.5.4 Demonstrate the skill of adding media (images, videos, sound clips and pdfs and other documents) 3.5.5 Differentiate between a widget and a plugin 3.5.6 Incorporate widgets and plugins as part of the blog 3.5.7 Design and create a blog for a particular purpose (The purpose relate to the informing concept were a business, product or service are promoted)


120 Mins


60 Mins

3.3 Create a blog as an informing tool

• Blogging concepts

• Creating and maintaining a blog site Learning Outcomes: Candidates should be able to: 3.3.1 Design and create a blog for a particular purpose (The purpose relate to the informing concept were a business, product or service are promoted) 3.3.2 Present a blog in relation to a set of design requirements meeting particular information needs


120 Mins


90 Mins

Outcomes 3.3 to 3.5 (where applicable) are excluded for examination purposes but must be included as part of the ICASS and compulsory practical assignments. This could also be contextualised against each individual programme, e.g. Business Studies, Hospitality etc.

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Topic 4

4.1 Introduction to the internet and WWW Content:

• Internet

• Connectivity

• Overview of the WWW

• Websites

Learning Outcomes: Candidates should be able to: 4.1.1 Define the term internet 4.1.2 Describe the term connectivity 4.1.3 Describe the term WWW 4.1.4 Define the terms: Web address/uniform resource locater (URL), and describe their purpose 4.1.5 Differentiate between a web page and website 4.1.6 Explain the purpose of a browser, search engine and other online tools and networks 4.1.7 Identify the different web browsers: Internet Explorer, Chrome, Opera, Firefox and Safari 4.1.8 Work with a Web browser 4.1.9 Type in a URL in the address bar 4.1.10 Illustrate an understanding of - Safe Internet use: passwords, layered authentication, captcha 4.1.11 Explain the reason for Information piracy and privacy. 4.1.12 Perform a search using a search engine (Range: writing search criteria, evaluating the results) 4.1.13 Describe how a website is accessed and information obtained (How to access and browse a website) 4.1.14 Explore and use social electronic media and networks for various communication purposes. (Range: Facebook, Twitter, blogs, Skype, WhatsApp, YouTube etc.)


120 Mins


75 Mins

4.1 Introduction to the internet Content:

• Internet

• Connectivity

• Data transmission

Learning Outcomes: Candidates should be able to: 4.1.3 Discuss the components/constituents and the purpose of internet enabling technologies and terms. (Range: Internet addresses - Internet protocol (IP) addresses and domain names) 4.1.4 Discuss how data travels over the internet in relation to networking concepts 4.1.5 Explain the different components required to connect to the internet. (Range: Internet Service Providers (ISPs), wired and wireless connections) 4.1.6 Differentiate between the world wide web and the internet 4.1.7 Discuss different examples of online services. (Range: banking, shopping, booking/reservations)


60 Mins


15 Mins

4.2 Overview of the WWW Content:

• WWW

• Websites

• Impact of the WWW Learning Outcomes: Candidates should be able to: 4.2.1 Describe the term WWW 4.2.2 Define the terms: Web address/uniform resource locater (URL), and describe their purpose 4.2.3 Differentiate between a web page and website 4.2.4 Explain the purpose of a browser, search engine and other online tools and networks 4.2.5 Discuss examples of different types of websites, their purpose and what they offer to their users. (Range: Portal, news, informational, business, weblog (blog), wiki, online social network, educational,

4.1 Internet applications, plug-ins and web-based services Content:

• Online Services

• Internet Applications

Learning Outcomes: Candidates should be able to: 4.1.1 Define the term internet application and list some examples 4.1.2 Describe the term plug-in applications 4.1.3 Discuss examples and purpose of plug-in applications for browsers. (Range: PDF converters and tools, Flash player, Java, QuickTime player, RealPlayer, Silverlight) 4.1.4 Differentiate between Web 1.0, Web 2.0, Web 3.0 and Web 4.0 in terms of data presentation and the provisioning of services 4.1.5 Define the term social media, social platforms 4.1.6 Explain how graphics, animation, audio, video and virtual reality are presented as part of a web-site


60 Mins


15 Mins

4.2 Internet service technologies Content:

• Internet service technologies

• E-commerce

Learning Outcomes: Candidates should be able to: 4.2.1. Define the term internet service technologies 4.2.2 Differentiate between different types of websites and what they offer. (Range: Types of websites (i.e. what they offer) Static vs. dynamic sites (ability to store data, interactivity, media, advantages, disadvantages), Location based services sites, Internet sites accessibility to mobile devices) 4.2.3 Describe the term e-commerce 4.2.4 Explain the advantages of e-commerce

4.1 Internet applications, plug-ins and web-based services Content:

• Online Services

• Internet Applications

Learning Outcomes: Candidates should be able to: 4.1.1 Differentiate between different social media platforms, their purpose and operation 4.1.2 Discuss different media and the use of plug- ins to support the operation. (Range: Multimedia, Download vs. streaming, Live broadcasts, Video on-demand and IPTV (Internet Protocol Television) 4.1.3 Define the term cloud in terms of different applications and services provided 4.1.4 Discuss examples of online web services and tools presented in the cloud 4.1.6 Describe the impact of the internet on business. (Range (B2B, B2C))


45 Mins


15 Mins

4.2. Internet service technologies and the digital age Content:

• Service technologies

• Protocols

• Internet services Learning Outcomes: Candidates should be able to: 4.2.1 Provide an overview of various internet service and supporting technologies by referring to their use and purpose. (Range: HTTP, HTTPS, FTP, VoIP, RSS, SEO (search engine optimisation), Rich Internet applications, Security services) 4.2.2. Differentiate between Internet, Intranet, Extranet, and discuss their use and service provisions to an organisation 4.2.3 Discuss the use and purpose of other internet services, presented on different platforms (including mobile) (Range: e-mail, Mailing lists, Chat rooms/tools and services e.g. (Facebook, Twitter, blogs, Skype), FTP, newsgroups and RSS feeds)

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entertainment, advocacy, web application, content aggregator, personal web page) 4.2.6 Disuses how the www changes or impacts on people’s lives


60 Mins


15 Mins

4.3 Obtaining information and using the www Content:

• Searching

• Web browsers

Learning Outcomes: Candidates should be able to: 4.3.1 Differentiate between browsing and searching 4.3.2 List examples of different web browsers 4.3.3. Define the term search engine 4.3.4 Describe the functioning of a search engine (overview) 4.3.5 Perform a search using a search engine (Range: writing search criteria, evaluating the results) 4.3.6 Describe how a website is accessed and information obtained (How to access and browse a website) 4.3.7 Explore and use social electronic media and networks for various communication purposes. (Range: Facebook, Twitter, blogs, Skype, WhatsApp, YouTube etc.) 4.3.8 Describe the features and components of a typical web address (including different types of domains)


60 Mins


30 Mins


30 Mins


15 Mins


• Searching

• Web browsers

Learning Outcomes: Candidates should be able to: 4.3.1 Differentiate between different sources of information available from the internet 4.3.2 Write and execute advanced search engine queries


20 Mins


15 Mins


60 Mins


30 Mins


• Searching

• Web browsers

Learning Outcomes: Candidates should be able to: 4.3.1 Differentiate between different sources of information available from the internet 4.3.2 Write and execute advanced search engine queries


20 Mins


15 Mins

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Topic 5

5.1 ICT impacts society at large Content:

• Use of ICT

• ICT and society

Learning Outcomes: Candidates should be able to: 5.1.1 Identify areas where ICTs influence one's life and lifestyles 5.1.2 Explain how ICT enhances daily living at home 5.1.3. Describe how ICT enhances and affects society. (Range: office practices and education, healthcare, and government, engineering, communication in the digital age, news transmission/delivery, video technology, forensics.) 5.1.4 Explain how mobile technologies affect the emerging world 5.1.5 Describe the concept of ICT related crime (cybercrime) by referring to computer criminals – types and what they do/how they operate 5.1.6 Explain how ICTs impact on the workplace and employment practices (Range: Mobile offices, virtual office, decentralisation of labour, office automation)


90 Mins


20 Mins

5.2 Impact of the use of ICT on the environment Content:

• ICT and the environment

• Green computing

Learning Outcomes: Candidates should be able to: 5.2.1 Define the term green computing 5.2.2 Define the term e-waste 5.2.3 Discuss how the use of ICT’s impacts the environment with regard to e-waste management and green computing 5.2.4 Explain how the environmental impact of the use of computers could be reduced

5.1 Legal issues relating to the use of ICT Content:

• ICT legal issues

• Cybercrime

Learning Outcomes: Candidates should be able to: 5.1.1 Describe the concepts software piracy, licensing and intellectual property 5.1.2 Describe the concept of the user’s ability and responsibility to be able to recognise and acknowledge the ownership of electronic material (posts and e-mails and other digital content) 5.1.3 Explain the concept of Information accuracy and discuss its importance and relation to potential legal issues 5.1.4 Discuss the concept of computer related crimes in relation to hardware, software, information, identity, bandwidth theft, theft of time and services. E.g. (Internet-related fraud scams, Internet attacks, Taking over PCs, e.g. bots, zombies, Misuse of personal information)


60 Mins


30 Mins

5.2 ICT’s and health related issues Content:

• Use of ICT’s and personal health

Learning Outcomes: Candidates should be able to: 5.2.1 Explain how the use of ICT’s impacts the health of the individual user as well as that of the broader community 5.2.2 List areas where ICT could positively and negatively impact a user’s health 5.2.3 Discuss some precautionary measures which could be applied to limit the potential negative impact of ICT’s on a person’s health


45 Mins

5.1 Modern developments and trends Content:

• Emerging ICT technologies

• ICT and human advancement

Learning Outcomes: Candidates should be able to: 5.1.1 Identity emerging technologies and their possible impact on society 5.1.2 Explain how emerging technologies could impact future developments of other technologies 5.1.3 Describe the influence of computer and mobile technologies on society due to globalising trends. (Range: Online services (online banking, booking reservations, e- learning), Video conferencing, interactive whiteboards, online banking, cell phone banking, social websites (e.g. Facebook)) 5.1.4 Discuss how the advancement of ICT affects the human race. E.g. (Computers providing solutions to issues of national and international importance such as weather, elections, census)


60 Mins


15 Mins

5.2 ICT and the impact on the economy Content:

• Cybercrimes Learning Outcomes: Candidates should be able to: 5.2.1 Define the term cybercrime 5.2.2 Differentiate between different computer criminals. (Range: Hackers, crackers, cyber gangs, virus authors) 5.2.3 Discuss different types of cybercrimes 5.2.4 Discuss the effect of cybercrimes 5.2.5 Discuss computer-based crimes such as hardware, software, information, identity theft, bandwidth theft, theft of time and services

5.1 Risks and security related issues with regard to the use of ICT Content:

• Cyber threats

• ICT risks

• Networking

• Safeguards

Learning Outcomes: Candidates should be able to: 5.1.1 Define the terms: risk, threat and security with regard to ICT technologies 5.1.2 Explain the terms risk, threats and security issues by providing examples 5.1.3 Explain and differentiate between the concepts of: Viruses, Trojans, worms, hoaxes, spam, ransomware, phishing, e-mail spoofing, phishing, pharming, DDoS attacks, and ransomware. 5.1.4 Explain the potential risks involved with the use of e-mail and the internet. (dangers and tips to ensure safe use) 5.1.5 Discuss different methods and options available for protecting computerised hardware and software against potential risks and threats 5.1.6 Explain the concepts of network safety and the related security issues with regard to unauthorised access and the ethical use of networks 5.1.7 Discuss the concepts of computer and human error and the effects thereof such as accuracy and validity with regard to data input and the subsequent results produced. Range: Data types used, e.g. database, Verification and validation of data, e.g. database, Software bugs, hardware failure


60 Mins


30 Mins

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45 Mins


15 Mins

5.3 Basic concepts of Cloud computing and Digital presence Content:

• Cloud-based services

• Digital citizenship

Learning Outcomes: Candidates should be able to: 5.3.1 Explain the concept cloud computing: 5.3.2 Demonstrate the use of Cloud computing with: OneDrive / Dropbox / Google Drive, Google Docs / Google Sheets 5.3.4 Demonstrate an understanding of a Search engine (Google) 5.3.5 Demonstrate a knowledge of ICTs in everyday life: Range:

- Use of ICTs in real life (shopping, banking and education)

- Explain the features/characteristics of online banking and shopping

- Demonstrate 5.3.6 Explore the concepts of digital citizenship Range:

- Protect oneself when online - Online harassment - Stalking and bullying - Self-image - Netiquette - Social media safety - Awareness of digital footprint

5.3.7 Demonstrate an understanding of the concepts of:

- Cyber crime - threats, issues and remedies

- identity theft, - hacking, - phishing,

5.3.8 Demonstrate an understanding of what copyright and plagiarism is (software, information, intellectual property). 5.3.9 Differentiate between different types of copyright.


15 Mins

5.3 Ergonomic issues Content:

• Ergonomics

Learning Outcomes: Candidates should be able to: 5.3.1 Define the term ergonomics 5.3.2 Explain how the concept of ergonomics impacts the design of ICT tools and hardware 5.3.3 Discuss some important ergonomic considerations relating to the use of ICT tools


45 Mins


15 Mins

5.4 Responsible use of computers Content:

• Impact of computers to the environment Learning Outcomes: Candidates should be able to: 5.4.1 Describe the role of the user in relation to the impact towards the environment 5.4.2 Discuss how an individual user could make a difference 5.4.3 Discuss how organisations could make a difference to limit the impact on the environment


30 Mins


15 Mins


45 Mins


15 Mins

5.3 Ethical issues relating to the use of ICT Content:

• Ethical use of networks and computers

• Information privacy

Learning Outcomes: Candidates should be able to: 5.3.1 Describe the concept of the ethical use of computers, care of PC system and storage devices 5.3.2 Discuss the use and application of appropriate communication etiquette 5.3.3 Discuss the concept of social engineering 5.3.4 Explain the concept of Ethical use of networks and acceptable use policies of companies and institutions 5.3.5 Discuss the concept of privacy with reference to concepts such as spyware, adware, role of databases and respecting the privacy and products of others


45 Mins


15 Mins

5.4 ICT Careers Content:

• ICT careers

• ICT skills and opportunities

Learning Outcomes: Candidates should be able to: 5.4.1 Define the term ICT related career 5.4.2 Describe examples of ICT related careers (Range: General business context, organisational IT departments, computer hardware field, computer software field, computer service and repair field, communication and network related fields, education and training fields, IT consultant (development, design and analysis, and testing)

5.2 Training and certification Content:

• ICT certification 5.2.1 Define the term ICT certification 5.2.2 List examples of ICT certification qualifications and their impact towards career development 5.2.3 Discuss the common characteristics and skills required to become a professional ICT specialist


30 Mins


15 Mins

5.3 ICT and the impact on the economy Content:

• Economy and ICT related issues

• ICT’s supporting the disabled

• Cybercrimes

Learning Outcomes: Candidates should be able to: 5.3.1 Define the term economy 5.3.2 List and describe some areas where ICT impacts the economy with regard to growth and development 5.3.3 Discuss the economic reasons for using computers. (Range: Saving paper, labour, communication costs, efficiency, accuracy and reliability) 5.3.4 Explain how ICT technologies are adapted to support people with living with disabilities with regard to support and accessibility 5.3.5 Discuss the options available for enhancing accessibility such as speech recognition, screen readers and magnifiers, on-screen keyboards, screen, mouse and keyboard settings 5.3.6 Discuss internet-related fraud scams 5.3.7 Discuss internet attacks (Range: worms, virus, denial of service, back doors, ransomware) 5.3.8 Explain the concept of unauthorised remote control and administration, e.g. botnets, zombies 5.3.9 Differentiate between the right to access vs. right to privacy, misuse of personal information 5.3.10 Discuss some safeguards against computer crimes, threats and criminals

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5.3.10 Demonstrate an understanding of the purpose of asking for permissions and digital content usage rights 5.3.11 Reference sources. 5.3.12 Explain the purpose of regulatory bills and their implications: Range:

- The protection of Information Bill - Act on Electronic Communication and

transactions - The Act on the regulation of

interception of communication and provision of communication –related Information (RICA)

- Protection of Harassment Act (2013)


120 Mins


60 Mins


30 Mins


15 Mins


60 Mins


15 Mins

TOTALS

INSTRUCTOR LED CONTACT HOURS

CO

NTA

CT

TIM

E

TIM

E


+/- 2445 Mins =40.75 hours


+/- 1255 Mins +/- 21 Hours

Self-paced learning and reinforcement with lecturer support

+/- 10 Hours

TOTAL 72 Hours

C

ON

TAC

T TI

ME

TI

ME


+/- 2415 Mins = 40.25 hours


+/- 1135 Mins +/- 22 Hours


+/- 9 Hours

TOTAL 72 Hours

CO

NTA

CT

TIM

E

TIM

E


+/- 2330 Mins = 38.8 hours


+/- 1335 Mins = +/- 22 Hours


+/- 11 Hours

TOTAL 72 Hours

CO

NTA

CT

TIM

E

TIM

E


+/- 2330 Mins = 38.8 hours


+/- 1425 Mins +/- 24 Hours


+/- 9 Hours

TOTAL 72 Hours

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N4 Introduction N4 N5 N6FUNCTIONS COVERED FUNCTIONS COVERED FUNCTIONS COVERED FUNCTIONS COVERED

AVERAGE AVERAGE AVERAGE AVERAGE

COUNT COUNT COUNT CHOOSE

COUNTBLANK COUNTA COUNTA CONCATENATE

MAX COUNTBLANK COUNTBLANK CONCATENATE

MIN MAX COUNTIF COUNT

SUM MEAN IF (Simple) COUNTA

MIN LARGE COUNTBLANK

SKILLS MODE MAX COUNTIF

BASIC INTEGRATION QUOTIENT MEAN FIND

CELL DATA TYPES MIN IF (Max two conditions)

ERROR INDICATORS SKILLS MODE HLOOKUP

FORMATTING CELLS ABSOLUTE CELL REFERENCING POWER INDEX

FORMATTING SHEETS/ROWS/COLUMNS BASIC INTEGRATION QUOTIENT IPMT

HEADERS AND FOOTERS CELL DATA TYPES RAND LARGE

PRINTING ERROR INDICATORS RAND / RANDOM / RANDBETWEEN LEFT

RENAMING WORKSHEET FORMATTING CELLS ROUND LEN

SORTING DATA FORMATTING SHEETS/ROWS/COLUMNS SMALL MATCH

HEADERS AND FOOTERS SUM MAX

PRINTING SUMIF MEAN

RENAMING WORKSHEET TODAY MID

SORTING DATA MIN

SKILLS (over and above N4) MODE

ABSOLUTE CELL REFERENCING OFFSET

AUTOFILL PMT

CHARTS AND GRAPHS (EDITING) POWER

Compiled by M Hains CIRCULAR REFERENCE ERRORS RAND

Adapted for CP by A Buitendag CONDITIONAL FORMATTING RIGHT

FREEZING PANES ROUND

GRIDLINES SMALL

INTEGRATION WITH OTHER PACKAGES SUM

INTEGRATION WITHIN PACKAGE SUMIF

PRINT OPTIONS AND AREAS SUMIFS

ROUNDING OFF NUMBERS TODAY

SHOW FORMULAS VALUE

TEMPLATES VLOOKUP

QUOTIENT

SKILLS (over and above N5)

#N/A ERROR

ADVANCED GRAPH EDITING

COMBO CHARTS

CONDITIONAL FORMATTING

DATE AND TIME CALCULATIONS

NESTED IF'S

PIVOT FILTERSPIVOT TABLES

SPARKLINES IN CHARTS

STATISTICAL, LOGICAL, LOOKUPS AND REFERENCE

COMPUTER PRACTICE N4 INTRO TO N6

Excel Function Checklist

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More on topic 3

What are Computational Thinking Skills?

As early as 1996, Papert used the term procedural thinking, later leading to the inception of the term computational thinking, to describe an efficient problem-solving strategy (Cansu & Cansu, 2019; Papert, 1996). “Computational thinking is a fundamental skill for everyone, not just for computer scientists.” (Wing, 2006, p 33). Computational thinking is therefore regarded as a formative skill, similar to the so-called three R’s, reading, writing and arithmetic, which utilises the fundamental problem-solving concepts of computer science (Buitrago et al., 2017; Lu & Fletcher, 2009; Wing, 2006; Wing, 2008). Computational thinking (CT) enables people to formulate problems and find the most suitable solutions to problems. Although the solutions could be implemented by humans on a computer, it could also be done without using a computer, depending on the nature of both the problem and the solution (Wing, 2006, 2008 and 2011).

In a seminal article, Wing (2006) states that CT “involves solving problems, designing systems, and understanding human behaviour, by drawing on the concepts fundamental to computer science” (p. 33). This definition was slightly changed at a later stage, the updated definition stated that CT “is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent” (Wing, 2011).

Numerous other definitions, from non-academic sources, for computational thinking are available on the internet:

• "Computational Thinking (CT) is a problem -solving process that includes a number

of characteristics and dispositions. Formulating problems in a way that enables us to

use a computer and other tools to help solve them. Logically organizing and

analysing data."

https://edu.google.com/resources/programs/exploring-computational-thinking/

• “Computational thinking is made up of four parts: o Decomposition. o Pattern recognition. o Pattern generalisation and abstraction. o Algorithm design.”

http://bit.ly/38Katbr

• “Computational thinking refers to the thought processes involved in expressing

solutions as computational steps or algorithms that can be carried out by a

computer.”

https://k12cs.org/computational-thinking/

• “Computational thinking allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand.”

https://www.bbc.co.uk/bitesize/guides/zp92mp3/revision/1

https://edu.google.com/resources/programs/exploring-computational-thinking/

http://bit.ly/38Katbr

https://k12cs.org/computational-thinking/

https://www.bbc.co.uk/bitesize/guides/zp92mp3/revision/1

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In an effort to develop a formal definition for CT, Weintrop et al. (2016) conducted a study of existing literature on CT to compile a taxonomy for mathematics and science classes, as part of the study, a set of 10 computational thinking skills was identified:

• “Ability to deal with open-ended problems;

• Persistence in working through challenging problems;

• Confidence in dealing with complexity;

• Representing ideas in computationally meaningful ways;

• Breaking down large problems into smaller problems;

• Creating abstractions for aspects of problem at hand;

• Reframing problem into a recognisable problem;

• Assessing strengths or weaknesses of a representation of data or representational system;

• Generating algorithmic solutions;

• Recognising and addressing ambiguity in algorithms” (Weintrop et al., 2016, p. 133).

From the above brief literature review, it is evident why CT is such an extremely important topic and why the value thereof should not be underestimated.

Suggestions: How to Implement Topic 3

In today’s information and knowledge driven society people must be able to interpret and understand information that is presented to them in such a way that it has meaning and that the message is conveyed. Topic 3 incorporates concepts such as integration and predominantly computational thinking towards the development of solutions. (In the context of this subject, the solution could be an electronic document with a particular purpose expressing some information in a meaningful manner).

The content must just be contextualised against the backdrop of the Software Packages that were taught in module 1. We try to clarify below:

• This topic not only entail the generic problem-solving skills required for example when developing programs, but in this context the focus and emphasis is on creating and presenting a document to communicate a message (in other words, to have an informing purpose). The information must be presented in such a way that the receiver thereof has a learning experience when analysing the document.

• Another point to highlight is that Topic 1 and 3 should be integrated and as one becomes more proficient in mastering the LO’s of topic 3 while applying that of topic 1.

• Computational thinking is a concept that can easily be introduced in within an environment such as Ms Excel but also in the broader sense of showing students that we solve problems using electronic tools and services.

• In the SAG (Topic 3) a short definition of the concept is presented as part of the Data and information management heading.

• The idea is to present the students with the knowledge to have them decide how they are going to present data or information to their “audience” in a meaningful way.

Of course, it encapsulates elements of problem solving but not in the sense of programming. The problem-solving should focus on students’ daily lives and workplace scenarios.

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Examples of Activities: • Create a brochure that will advertise various holidays to potential customers.

• Present the sales data of a company in a meaningful way

• Prepare quotations for 3 laptops and do a comparison according to specifications and price.

• Add an integrated Excel / Word /PowerPoint activity to force students to think what they need to solve the problem. For example, plan an event, they must present 3 options to the client which must include a budget (Excel), invitations (Word), marketing (PowerPoint).

o Let the students draw a diagram to indicate the flow of events that lead to the end result (algorithmic thinking, flow chart), or write a step-by-step planning document for the event (with timelines).

Another example of an activity:

• Let’s say a student is appointed as a PA to a manager for a travel agency and he/she must assist the manager to compile two new tours for their catalogue.

o The student must gather data of possible flights from different airlines o Select the best flights based on criteria o Sort the flights according to the dates and times o Create a simple chart to explain to the customers how to book a holiday package

Many of the questions as part of the data handling section in the Math Literacy papers could be solved using standard functions and calculations available in excel.

Other aspects that comes to mind in relation to Topic 3, is the use of infographics and how information could be presented in a meaningful way. Thus, within your textbook you could go about to introduce the students to basic information processing concepts and how we could present information using the various software tools that they are exposed to.

While statistics is note part of the SAG, it can be used to develop students’ computational thinking skills. Consider the following website:

https://creativemaths.net/blog/spreadsheets-statistics-mathematics-and-computational-thinking/

All the mentioned (example) activities tasks entail elements of computational thinking. The time allocated is not set as a pure lesson but the concepts and LO’s should be integrated with other topics. The idea of this topic is to develop students to “think” for themselves and solve problems for their work situation.

Another solution is to add unplugged activities to improve computational thinking skills. Visit the following websites for ideas (that can be adapted to suit N4 students):

• http://info.thinkfun.com/stem-education/6-unplugged-coding-activities-for-hour-of-code

• https://code.org/curriculum/unplugged

• https://teachinglondoncomputing.org/free-workshops/programming-unplugged-programming-without-computers/

• https://www.bebras.org/

https://creativemaths.net/blog/spreadsheets-statistics-mathematics-and-computational-thinking/

http://info.thinkfun.com/stem-education/6-unplugged-coding-activities-for-hour-of-code

https://code.org/curriculum/unplugged

https://teachinglondoncomputing.org/free-workshops/programming-unplugged-programming-without-computers/

https://teachinglondoncomputing.org/free-workshops/programming-unplugged-programming-without-computers/

https://www.bebras.org/

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Furthermore, Mathematical Literacy textbooks (grades 10 to 12) have wonderful integrated questions where students must extract information from tables or graphs to use in calculations, for example

What are unplugged activities?

The objective of unplugged activities is mainly to teach programming

concepts

through the use of games or activities that can be done offline using

tangible objects, such as paper and markers. Therefore, it is valuable to

develop Computational Thinking Skills without the use of technology.

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Some examples

EXAMPLE 1: WORM JOURNEY

https://softmath.com/algebra-word-problems/show.php?id=16679

Thus, looking at the problem it is therefore possible to present a solution using basic spreadsheet concepts.

EXAMPLE 2: Question 5 - Math’s Literacy Paper 1 (Nov 2009)

WORM Problem

Day

Total

distace

travelled

Total

Distance

before

night (+3)

Slip

Down

(-2)

New

Distance

in the

Morning

1 0 3 2 1

2 1 4 2 2

3 2 5 2 3

4 3 6 2 4

5 4 7 2 5

6 5 8 2 6

7 6 9 2 7

8 7 10 2 8

9 8 11 2 9

10 9 12 2 10WORM Problem

Day

Total distace

travelled

Total Distance

before night (+3) Slip Down (-2)

New Distance in

the Morning

1 0 =C4+3 2 =D4-E4

2 =F4 =C5+3 2 =D5-E5

3 =F5 =C6+3 2 =D6-E6

4 =F6 =C7+3 2 =D7-E7

5 =F7 =C8+3 2 =D8-E8

6 =F8 =C9+3 2 =D9-E9

7 =F9 =C10+3 2 =D10-E10

8 =F10 =C11+3 2 =D11-E11

9 =F11 =C12+3 2 =D12-E12

10 =F12 =C13+3 2 =D13-E13

https://softmath.com/algebra-word-problems/show.php?id=16679

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5.15.1.1 Arrange the lengths of Charles's practice jumps in

ascending order. (2)

5.1.2 Write down the mode of distances jumped by

Charles. (1)

5.1.3 Calculate the range of the distances jumped by

Siyabonga. (2)

5.1.4 Express the length of Siyabonga's shortest jump in

centimetres. (1 m = 100 cm) (3)

5.1.5 Calculate the median length of Siyabonga's distances.

(2)

5.1.6 Which of the two long jump athletes had more practice

jumps that were further than 7,55 m? (2)

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Some recommended titles (Mathematical Literacy):

Bischofberger, C. & Turner, T. (2017). Pass Mathematical Literacy Grade 12. Cape Town, South Africa. Cambridge University Press. Bischofberger, C. & Turner, T. (2016). Study & Master Study Guide 11: Mathematical Literacy. Cape Town, South Africa. Cambridge University Press. Bischofberger, C. & Turner, T. (2017). Study & Master Study Guide 12: Mathematical Literacy. Cape Town, South Africa. Cambridge University Press. Nicol, S. & Van Rensburg, L. Gr 10 Maths Literacy 3 in1 CAPS. Claremont, Cape Town. The Answer. Nicol, S. et al. Gr 11 Maths Literacy 3 in1 CAPS. Claremont, Cape Town. The Answer. Nicol, S. et al. Gr 12 Maths Literacy 3 in1 CAPS. Claremont, Cape Town. The Answer. Pearson. (2014). X-Kit Achieve Mathematical Literacy Gr 12 Exam Practice Book. Pearson Education South Africa (Pty) Ltd.

More suggestions:

The HATS concept in document development:

• The HATS presentation introduces students and instructors to the basic elements of document design. The presentation outlines how to use headings, (information) access, typography (fonts), and space in routine professional documents to promote user-centered communication.

http://www.writingandspeakingforbusiness.com/blog/hats-making-your-writing-more-visually-appealing https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/hats.html

http://www.writingandspeakingforbusiness.com/blog/hats-making-your-writing-more-visually-appealing

http://www.writingandspeakingforbusiness.com/blog/hats-making-your-writing-more-visually-appealing

https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/hats.html

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Look at the following websites: https://www.techrepublic.com/blog/microsoft-office/convert-boring-text-into-fun-visuals-in-powerpoint/

https://www.klientsolutech.com/uses-of-microsoft-excel-in-daily-life/

Watch the following videos:

https://edu.gcfglobal.org/en/excelformulas/solving-reallife-problems-in-excel/1/

https://ms-office.wonderhowto.com/how-to/work-with-mathematical-word-problems-ms-excel-359938/

TOPIC 3 Equates to about 25 – 30% of the weighing of the outcomes.

• This must be reflected in the text.

• Although the topic could have its own section, parts of it should also be integrated with Topic 1.

https://www.techrepublic.com/blog/microsoft-office/convert-boring-text-into-fun-visuals-in-powerpoint/

https://www.techrepublic.com/blog/microsoft-office/convert-boring-text-into-fun-visuals-in-powerpoint/

https://www.klientsolutech.com/uses-of-microsoft-excel-in-daily-life/

https://edu.gcfglobal.org/en/excelformulas/solving-reallife-problems-in-excel/1/



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References

Buitrago Flórez, F., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing

a Generation’s Way of Thinking: Teaching Computational Thinking through Programming. Review of

Educational Research, 87(4), 834-860.

Cansu, I.B. & Cansu, F.K. (2019). An Overview of Computational Thinking. International Journal of

Computer Science Education in Schools, April 2019, 3(1). DOI: 10.21585/ijcses.v3i1.53.

Department of Basic Education. (2019) Curriculum and Assessment Policy Statement Grades 8 and 9

– DIGITAL Technology

Common Sense Education (2019) Lessons for Little Learners-Mouse Skills. Online Available at:

https://www.commonsense.org/education/lesson-plans/lessons-for-little-learners-mouse-skills

Accessed [2019/06/07]

Google.com (2018) What is Computational Thinking? Online Available at:

https://computationalthinkingcourse.withgoogle.com/unit Accessed [2018/11/12]

IEB SAG CAT (2018) Computer Applications Technology (CAT) Subject Assessment Guidelines (SAG) –

Independent Examinations Board

Lu, J. J., & Fletcher, G. H. (2009). Thinking about computational thinking. ACM SIGCSE Bulletin, 41(1),

260-264.

Papert, S. (1996). An exploration in the space of mathematics educations. IJ Computers for Math.

Learning, 1(1), 95-123.

Putra, A.B.N.R., Zahro, A.H., Mukhadis, A., Ulfatin, N. & Ashar, M., (2019). Learning Innovation Online

Course Based on Blended Learning for Interactive Learning in The Era of Education 4.0. In: Journal of

Disruptive Learning Innovation (JODLI), 1(1), pp.46-55

Rashid, T. and Asghar, H.M., (2016) Technology use, self-directed learning, student engagement and

academic performance: Examining the interrelations. In: Computers in Human Behavior, 63, pp.604-

612.

Setiawan, A., (2019) Blended Learning as a way Vocational School (VS) Students of confronting The

Industry 4.0. In: Journal of Curriculum Indonesia, 2(2), pp.53-62.

University of Stellenbosch (nd.) NQF levels, notional hours, and credits: The definitions Online

Available at:

http://www.sun.ac.za/english/policy/Documents/Definitions%20of%20NQF%20levels,%20notional%

20hours%20and%20credits.pdf Accessed [2020/05/19]

Wang, M., (2017) The Research and Practice of the Blended Learning Mode in the Construction

Courses. In: Proceedings of the 5th International Conference on Information and Education

Technology (pp. 58-62).

Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining

Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and

Technology, 25(1), 127-147.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

https://www.commonsense.org/education/lesson-plans/lessons-for-little-learners-mouse-skills

https://computationalthinkingcourse.withgoogle.com/unit

http://www.sun.ac.za/english/policy/Documents/Definitions%20of%20NQF%20levels,%20notional%20hours%20and%20credits.pdf

http://www.sun.ac.za/english/policy/Documents/Definitions%20of%20NQF%20levels,%20notional%20hours%20and%20credits.pdf

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Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical transactions

of the royal society of London A: mathematical, physical and engineering sciences, 366(1881), 3717-

3725.

Wing, J. (2011). Research notebook: Computational thinking—What and why. The Link Magazine, 20-

23.

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