COMPUTER APPLICATIONS

TECHNOLOGY

EXAMINATION GUIDELINES

GRADE 12

2021

These guidelines consist of 17 pages.

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Computer Applications Technology 2 DBE/2021
Examination Guidelines

TABLE OF CONTENTS
Page

1. INTRODUCTION 3

2. COGNITIVE DEMANDS AND LEVELS OF DIFFICULTY 4

2.1 Cognitive demand 4
2.2 Levels of difficulty 4

3. ASSESSMENT IN PAPER 1 (PRACTICAL) 5

3.1 Software 5
3.2 Scope (as per the January 2021 Abridged Section 4 amendments of the CAPS) 6
3.3 Content 6

4. ASSESSMENT IN PAPER 2 (THEORY) 8

4.1 Action words/Verbs used in examination papers 8
4.2 Scope 10
4.3 Content 11
4.3.1 Clarification of some existing concepts and newer technologies for Paper 2 12
4.3.2 Technology/Concepts that will no longer be examined 15
4.3.3 Clarification of blurred technology/concepts 15

5. CONCLUSION 15

ANNEXURE A: HTML TAG SHEET 16

ANNEXURE B: INPUT MASK CHARACTER SHEET 17

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Computer Applications Technology 3 DBE/2021
Examination Guidelines

1. INTRODUCTION

The Curriculum and Assessment Policy Statement (CAPS) for Computer Applications Technology
outlines the nature and purpose of the subject Computer Applications Technology. This guides the
philosophy underlying the teaching and assessment of the subject in Grade 12.

The purpose of these Examination Guidelines, which replace all earlier versions, is to:

 Assist teachers to adequately prepare learners for the examinations

 Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National
Senior Certificate (NSC) Examinations in Computer Applications Technology
 Elaborate on the contents of the Abridged Section 4 amendments of the CAPS
 Provide information on what will no longer be examinable
 Indicate what will be included in those topics that mention 'New Trends and Technologies'

This document deals with the final Grade 12 external examinations and not with the SBA or PAT
per se. However, it is strongly suggested that the principles and the new content in these
guidelines be applied to the SBA and PAT, where applicable.

These Examination Guidelines should be read in conjunction with:

 The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS): Computer Applications Technology, specifically
o Section 3 – Content and scope per topic
o Section 4 – January 2021 Abridged Section 4 amendments of the NCS CAPS: Computer
Applications Technology
 Annexure G: Government Gazette No. 37651, 16 May 2014 (formerly in Government Gazette
No. 31337 of 29 August 2008): Regulations pertaining to the conduct, administration and
management of assessment for the National Senior Certificate.
 The National Protocol of Assessment: An addendum to the policy document, the National
Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),
regarding the National Protocol for Assessment (Grades R–12)
 The national policy pertaining to the programme and promotion requirements of the National
Curriculum Statement, Grades R–12

Teachers must take note that these are guidelines. Changes and developments in the
technological environment should be taken into consideration when topics are taught.

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Computer Applications Technology 4 DBE/2021
Examination Guidelines

2. COGNITIVE DEMAND AND LEVELS OF DIFFICULTY

Each question in both the Practical and the Theory question papers is evaluated in terms of its
cognitive demand and its level of difficulty.

2.1 Cognitive demand

LEVEL TAXONOMY DESCRIPTION

 Knowledge, Recall of factual/process knowledge in isolation, i.e. one

Remembering step/set of basic steps/instruction/process at a time. For
 Routine example, definitions in the theory section and simple procedures
L1/C1 found in the application packages.
procedures
 Information
gathering
Demonstrates understanding of steps/processes/isolatable
 Understanding, bits, such as translating from one form of representation to
Applying another, e.g. translating pictures, symbols, diagrams,
 Multi-step screenshots, 'words'/mathematical equations into, for example,
procedures spreadsheet formulas. These questions could include
L2/C2
 Information reproduction of aspects of documents.
processing/
Building It also requires using known routines/steps/processes in a
understanding familiar context in order to complete a task, where all of the
information required is immediately available to the learner.
Requires reasoning/investigation/developing a plan or
sequence of steps; has some complexity where candidates
 Analysing, need to see how parts relate to a whole and completing a task
Evaluating, could have more than one possible approach.
Creating
It could also require weighing possibilities, deciding on most
 Problem-
appropriate solution and testing to locate errors/troubleshooting,
L3/C3 solving
as well as pattern recognition and generalisation.
 Productive
thinking/ These questions will comprise actions/strategies/procedures
Applying where candidates are required to create their own solutions to
understanding challenges different to those learners may have encountered in
the classroom. These questions could include analysing
documents or data, and decision-making.

2.2 Levels of difficulty

Levels of difficulty are categorised as follows:

D1: Easy for the average1 Grade 12 candidate to answer

D2: Moderately challenging for the average Grade 12 candidate to answer
D3: Difficult for the average Grade 12 candidate to answer
D4: Very difficult for the average Grade 12 candidate to answer. The skills and knowledge
required to answer the questions at this level allow for an A-grade candidate (extremely
high-achieving/ability learner) to be distinguished from other high-ability/proficiency
candidates.

1
The term average Grade 12 candidate refers to an average Grade 12 candidate in South Africa that has been taught
the full curriculum using the correct resources by a qualified teacher, and not the average learner in a particular school
or class.

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Computer Applications Technology 5 DBE/2021
Examination Guidelines

In judging the level of difficulty of each question, both the demands that each question makes on
the cognitive ability of an average Grade 12 CAT learner and the intrinsic difficulty of the question
or task is considered. In making this judgement, the difficulty or ease of a particular question is
identified. A four-category framework2 for thinking about question or item difficulty adapted
from Leong (2006) has been used in this identification process. This framework comprises the
following four general categories of difficulty:

 Content difficulty: This refers to the difficulty of the subject matter, topic or conceptual
knowledge; some content is inherently more difficult than other content.
 Stimulus difficulty: This relates to the linguistic features of the question and the challenge
that candidates face in reading, interpreting and understanding the question.
 Task difficulty: This refers to the difficulty that candidates face when trying to formulate or
produce an answer. In this respect, answers requiring paragraphs are inherently more difficult
than questions requiring a single word/phrase as answer.
 Expected response difficulty: This refers to difficulties because of the mark scheme or
memorandum/marking guidelines, in other words how marks are to be allocated. Therefore,
answers to multiple-choice questions on a specific topic could be easier than questions where
a candidate has to construct a coherent response.

The estimated percentages for each level of difficulty within each cognitive level as per the
January 2021 Abridged Section 4 amendments of the CAPS are shown in the table below.

D1 D2 D3 D4 TOTAL

C1 ±10% ±10% ±10% - ±30%

C2 ±10% ±15% ±13% ±2% ±40%
C3 ±10% ±10% ±7% ±3% ±30%
TOTAL ±30% ±35% ±30% ±5% 100%

3. ASSESSMENT IN PAPER 1 (PRACTICAL)

3.1 Software

 Application software
o Circular S9 of 2015 states the following: 'As from January 2016, the DBE will only use
Microsoft Office to implement and assess the CAT curriculum.'
o The following three versions of MS Office will be used: MS Office 2019/Microsoft 365,
MS Office 2016 and MS Office 2013.
o Should newer versions of MS Office be released, the phasing out of older versions and the
implementation of newer versions will be communicated to all stakeholders by the DBE.

 Web design software

o A text editor, preferably Notepad++, MUST be used to answer the web development
question in the question paper.
o ANY HTML QUESTION ANSWERED USING A WORD PROCESSOR OR OTHER WEB
DESIGN SOFTWARE, E.G. DREAMWEAVER, WIX, WORDPRESS, WILL NOT BE
MARKED.

2
Refer to the Exemplar Book on Effective Questioning: Computer Applications Technology that can be found at
https://www.umalusi.org.za/documents/reports/#1558861306122-1980558e-2e8a

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Computer Applications Technology 6 DBE/2021
Examination Guidelines

Refer to Annexure G, Government Gazette No. 37651, 16 May 2014 (formerly contained in
Government Gazette No. 31337 of 29 August 2008) (Regulations pertaining to the conduct,
administration and management of assessment for the National Senior Certificate) pertaining to
the conduct of a practical computer-based examination and the security procedures that should
be in place.

3.2 Scope (as per the January 2021 Abridged Section 4 amendments of the CAPS)

TOPIC MARKS CONTENT/FOCUS

One or more main questions containing subquestions related

Word processing ±45
to the content, concepts and skills in word processing

One or more main questions containing subquestions related

Spreadsheets ±40
to the content, concepts and skills in spreadsheets

One or more main questions containing subquestions related

to the content, concepts and skills in databases
Databases ±35
An input mask character sheet will be provided for use with
questions on the database application.

One or more main questions containing subquestions related

to the content, concepts and skills in web development
Web Development ±15
An information sheet with HTML tags will be provided for use
with the question on web development.

Integration and application of techniques, knowledge and

General ±15 procedural skills that could include all of the applications
studied

TOTAL 150 marks

3.3 Content

Clarification of existing and additional content for Paper 1:

File management

Learners may be required to extract files from compressed folders, either as part of the
examination or they may be required to extract/unzip a compressed folder to access all the data
files to be used in an examination. This means that the data might be provided in the form of a
password-protected executable file where the data is distributed, e.g. as CATP1DataNov2022.exe.

Learners must do the following:

 Open the password-protected executable file.
 Click on the extract button.
 Enter the password that will be given in the question paper, e.g. #@Nb!”.

Once extracted, the data files to be used in the examination will be found in the
CATP1DataNov20xx folder.

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Computer Applications Technology 7 DBE/2021
Examination Guidelines

Word processing

 Collect data via electronic/online forms, e.g. Microsoft forms, Google forms. (CAPS p. 31 and
p. 41)
 Use of word processing electronic forms: Legacy controls should be used to answer
questions regarding electronic forms. Include radio buttons as part of the GUI. (CAPS p. 31
and p. 41).
 Referencing features, including Index and Table of Figures (CAPS p. 36)

Spreadsheets

 Spreadsheet function vs spreadsheet formula: For examination purposes in CAT, a function is

viewed as a single built-in or predefined formula in Excel which receives arguments in
brackets. A formula is user-defined and may include two or more built-in functions.
 A formula or a formula made up of a combination of more than one function may be required
to solve more complex problems.
 Basic date and time functions (CAPS p. 40): YEAR, MONTH, DAY, DATE, DAYS, HOUR,
MINUTE, SECOND, TIME, TODAY, NOW
 Named ranges in spreadsheets, i.e. naming cells and cell ranges
 Variations of known functions: COUNTIFS, SUMIFS (CAPS p. 40)
 Functions such as IFS and XLOOKUP are optional (for schools using Microsoft 365) and can
be used when answering questions in the practical paper.
 Lookup and reference functions: VLOOKUP, HLOOKUP
 Additional spreadsheet functions: (EG 2017)
o RANDBETWEEN
o UPPER, LOWER
o AND, OR
 Additional spreadsheet feature: SUBTOTAL feature (not function)

Databases

 Candidates must be able to interpret and deduce data and information found in database
tables. For example, they should be able to derive the data type or validation rule of certain
fields without being instructed exactly which data type to use.

HTML (Refer to Annexure A: HMTL tag sheet)

 The underline tag: <u> </u>

 Links to bookmarks, e-mails, websites and files
 The cite tag to acknowledge sources for the PAT: <cite>

General

 Transfer of skill – skills learnt in one application may be tested in another application. For
example, conditional formatting or data validation taught in Excel, could appear in Access and
so can lists/combo boxes be examined across the applications, Find and Select taught in
Word could appear in Access or Excel, etc.
 Candidates are required to distinguish between closely related skills, e.g. shade and shadow,
etc.
 As per 3.2, the total mark for the practical examination (Paper 1) is 150 marks and no longer
180 marks.
This change will be accommodated in the paper as follows:
The number of subquestions will be reduced in order to allow more learners time to complete
the paper.

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Computer Applications Technology 8 DBE/2021
Examination Guidelines

Accuracy in the demonstration of skills has been gradually introduced over the past few
years and must now be complied with in all questions. In other words, no mark will be
allocated to the inaccurate demonstration of a skill, e.g. applying the skill to text in the wrong
place, or not using a prescribed colour when asked to do conditional formatting. However,
where a question counts more than one mark, part marks will be allocated where the skill to
be demonstrated requires multiple actions and only a part of the answer is correctly given.

4. ASSESSMENT IN PAPER 2 (THEORY)

4.1 Action words/Verbs used in examination papers

Words, such as define, describe, discuss, explain, name and state, are used for a reason:
different cognitive levels are tested. A much higher cognitive level is tested when you have to
discuss something than when you merely have to name or make a list of items.

Action words/Verbs in an examination paper may guide learners in exactly what to include in their
answer. Knowing the meaning of the action words in the questions will guide learners to know
what is required from the questions. The list below is comprehensive, but not exhaustive, and
gives a general guideline as to what is expected when these action words are used.

Action Verb Meaning Example Notes

Find the main ideas, how Analyse the correct Break into parts/sections.
they are related and why use of word Study each part – look at the
Analyse they are important. processing features detail.
in the following
screenshot:
Order the items by listing Arrange the Arrange from small to large,
several items (terms or storage media few to many, slow to fast, write
Arrange
events) in the correct according to their down the steps in order, etc.
sequence. capacity.
Group concepts/ideas Categorise the Which categories can describe
that are similar/have the following computer the function/features?
same characteristics/ devices: keyboard, Understand relationships.
Categorise/
functions or belong CPU, printer,
Classify
together. mouse, hard drive,
SSD according to
their main function.
Show both the differences Compare ROM Find a relationship between
Compare/ and the similarities of with RAM. two concepts.
Differentiate specific concepts. Which features/functions/uses
are alike/differ?
Give a clear, concise Define the term Use short, concise description
formal meaning of a term phishing. of main features, focus on
Define
or concept. facts – in a sentence or two.

Give the main features by Describe spoofing. Show your understanding of

Describe
expanding the statement. the concept.
Make a graph, chart or Use a diagram to Visual representation of the
drawing. Be sure to label illustrate a generic main ideas/concepts/parts of
Diagram
it and add a brief ICT system. something
explanation if necessary.

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Computer Applications Technology 9 DBE/2021
Examination Guidelines

Action Verb Meaning Example Notes

Present arguments for Discuss the use of

Look at the advantages and
and against a point of a PAN in a home disadvantages, decide what
Discuss view and reach a office. will work/not work, explain why
conclusion. it will be a good idea or not a
good idea.
Give an opinion. Evaluate the merit Why would computer X be
Show the advantages and of buying computer better than computer A?
Evaluate
disadvantages. X for person Y. Judge the value of a
situation/advice/concept.
Give full reasons or Explain how Explain things about the topic
justifications for phishing works. such as:
something, or how and What is it? Where/When is it
why something happened used/found? Why is it
Explain
or works. used/needed? How is it used?
Explanations should be brief
and will not necessarily require
technical details.
Give ONE or more Give TWO reasons Used when reasons or
Give reason(s) or example(s) for using an ISP. examples are required.
in a full sentence.
Recognise and name or Identify the port Similar to name
provide a fact. used to connect the
Identify
Single out from other printer.
information.
Give a statement of why Justify the use of a What is the situation?
you think something is the table instead of tab Why is the one better than the
Justify way it is. stops in the other?
Give reasons for your following instance:
statement or conclusion.
Name – to give one word Name ONE storage Used for all one-word answers
for a term or concept device. or answers consisting of lists
Name/ List – when two or more List the types of of items.
List items are required information sources
one could use when
doing research.
Provide a reason or Motivate the use of Why do you say so/suggest
justification for an line and paragraph something? Why did it
Motivate
answer or statement. spacing when happen? Why is this better
working in Word. than that?
Analyse or examine a Suggest a What is the situation/what is
problem/case and give computer given?
Suggest possible reasons/ideas/ configuration for What is needed? What would
solutions. Mr X. be the best?
Why this?

TRUE/FALSE-response questions

Learners are expected to write the word FALSE and give the term to make the false statement
TRUE. However, should a learner provide only the term to make the statement TRUE, he/she
should not be penalised. No mark will be allocated if only the word FALSE appears.

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Computer Applications Technology 10 DBE/2021
Examination Guidelines

4.2 Scope

TOPIC MARKS CONTENT/FOCUS

SECTION A

This section will include all/some of the following:

Short Questions 25  Multiple-choice questions covering all topics

 Matching columns questions covering all topics
 Modified True/False questions covering all topics

SECTION B

Questions relating to the content, concepts and skills in the

topic as listed in the CAPS document, including (but NOT
limited to):
 Computer hardware in all its different forms and
configurations
Systems Technologies ±25  Peripheral devices, such as printers, routers, scanners
 System and application software
 Housekeeping and management of computing devices
 Basic troubleshooting, etc.
Refer the CAPS document for a detailed list of topics that
may be asked in this section.

Questions relating to the content, concepts and skills in the

topic as listed in the CAPS document, including (but NOT
limited to):
 What is a network and why would one want to use a
network?
 Network hardware and software
Internet and  Types of networks, e.g. PAN, LAN, WAN
±15
Network Technologies
 The internet and internet services and the World Wide
Web
 Websites, web technologies and browsers
 E-communications, including e-mail, instant messaging
Refer the CAPS document for a detailed list of possible
topics that may be asked in this section.

Questions relating to the content, concepts and skills in the

topic as listed in the CAPS document, including (but NOT
limited to):
 Formulation of key questions to locate data and direct
problem-solving
 Choosing, locating and accessing appropriate data
Information Management ±10
sources
 Checking the quality and accuracy of data
 Data processing
 Interpretation of data and information, etc.
Refer to the CAPS document for a detailed list of possible
topics that may be asked in this section.

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Computer Applications Technology 11 DBE/2021
Examination Guidelines

TOPIC MARKS CONTENT/FOCUS

Questions relating to the content, concepts and skills in the

topic as listed in the CAPS document, including (but NOT
limited to):
 The impact of ICTs on society
 Legal, ethical and security issues related to the use of
Social Implications ±10
ICTs
 Educational and ergonomic issues
 Environmental issues, including green computing, etc.
Refer to the CAPS document for a detailed list of possible
topics that may be asked in this section.

Questions focusing on the knowledge, understanding and

development of solutions using application software. These
Solution Development ±15
questions will essentially revolve around the theoretical
aspects of the applications studied.

SECTION C

Candidates will be presented with TWO real-life scenarios

on which questions, covering all topics, will be examined.
The questions will assess candidates' understanding of the
3 2 x ±25
Integrated Scenario technologies, their ability to make informed decisions
= 50
ranging from choice of technology, application software to
be used, networking, etc., through to the responsible use of
such technologies.

NOTE:
 The content in the table above is NOT an exhaustive list of all the content – also refer to the
CAPS document which contains a list of all possible content to be covered.
 Some of the topics may fall into two or more focus areas, thus topics might be examined in
different sections/questions from year to year, depending on examiner discretion.
 Operational knowledge from Paper 1 in terms of understanding where, how and why various
functions, techniques and concepts are applied in problem-solving contexts may also be
examined in any of the sections of this paper. This also includes interpreting simple error
messages and assessing the best options and strategies in a given situation.

4.3 Content
The CAPS (p. 18) suggests the inclusion of newer technologies and a phasing out of old
technologies as there is a rapid development in the subject which should be reflected in
what the learners are taught and what is examined. This Examination Guidelines document
lists the new technologies that can be expected in the examination paper and outlines the
depth of knowledge required for an end-user.
The depth of knowledge required for all the existing concepts and terminology below
includes, inter alia:
 Definition – what it is
 Purpose/Function – what it does, why it is needed
 Advantages/Disadvantages
 Benefits/Limitations
 Application in an ICT environment

3
The two questions in Section C may each have a different scenario.

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Computer Applications Technology 12 DBE/2021
Examination Guidelines

4.3.1 Clarification of some existing concepts and newer technologies for Paper 2

Most of the technologies and concepts below are listed in the CAPS. The depth of knowledge
required is as listed in 4.2 above, but some aspects in respect of these technologies/concepts are
clarified below.

Storage devices and media:

 Solid-state drive: A drive that has no moving parts, making it quieter and more robust. They
operate much faster than traditional hard drives as they store data electronically and not
magnetically as with a traditional hard drive. (CAPS p. 22)
 Card reader: A device connected to a computer that is designed to accept and read data
from different types of storage media, such as SIM and SD cards and flash drives.
(CAPS p. 22)

Input and output devices:

 Multi-touch screen: Feature of a screen that allows it to register more than one point being
touched simultaneously. (CAPS p. 22)
 HDMI: High-definition multimedia interface is a standard/port for connecting high-definition
video devices, such as computer monitors, video projectors and digital television. HDMI
carries high quality video and audio signals, and there is no need for separate audio cables
as with VGA. (CAPS p. 30)
 3D printing/printers: 3D printers can create three-dimensional solid objects (e.g. motor
vehicle parts, human tissue replacement, jewellery, clothing, small buildings, small boats)
from a digital model of the item by adding successive layers of material on top of one another.
(CAPS p. 20)

Communication and communication devices:

 Standards for wireless communication which provides for high-speed data transfer
between cellular devices (such as smartphones and tablets) and ISPs. Each generation, e.g.
5G or 6G, increases the capacity and speed of previous mobile connections. (CAPS p. 35)
 NFC: Near field communication (NFC) is a standard that allows devices such as smartphones
to connect wirelessly simply by touching them together or bringing them into close proximity
to, for example, exchange files by just touching two smartphones together or for sending a file
from a smartphone to a printer wirelessly. (CAPS p. 35)
 Video communications – also include platforms such as Zoom, Microsoft Teams and
Google Meet.

Internet technologies:

 URL shortener: This is a tool or service, such as TinyURL.com, which converts a long URL
to a shorter version. This shorter version of the URL will take a user to the same web
address, but is easier to remember and/or type out. (CAPS p. 25)
 Internet of Things (IoT): This refers to the trend whereby all sorts of objects and devices are
increasingly being connected to one another via the internet. This can range from surveillance
systems to geysers, washing machines, 'smart' vehicles and traffic lights, etc. Various
sensors in the devices can produce data for all sorts of purposes, including diagnostics and
running systems more efficiently. (EG 2017)
 Autonomous vehicles: A self-driving car, also known as an autonomous vehicle, driverless
car, or robo-car is a vehicle that can sense its environment and move safely with little or no
human input.

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Computer Applications Technology 13 DBE/2021
Examination Guidelines

 Drone technology: A drone, is an unmanned aircraft. Essentially, a drone is a flying robot

that can be remotely controlled or fly autonomously through software-controlled flight plans in
their embedded systems, working in conjunction with on-board sensors and GPS. They are
widely used in agriculture, photography, game ranging, parcel deliveries, etc.
 Wearable devices and technologies: Wearable technologies such as electronic mobile
devices worn as accessories or part of clothing, e.g. smartwatches or fitness/health trackers,
smart glasses, continuously generating data from various environments and communicating
with other devices/PC/networks.
 Shaping (Network tuning): A technique whereby certain network (internet) services, e.g.
e-mail, are given preference while others, such as social networking services, are given less
priority, thus performance is maintained for the more critical services. (EG 2017)
 Throttling (Policing): This occurs when your ISP slows down your internet connection. This
most often occurs when you have been deemed by your ISP to have downloaded excessive
amounts of data. Each ISP has an acceptable use policy (AUP) which specifies how this is
determined and implemented. (EG 2017)

Properties/Metadata:

 Geo-tagging: A process where a geographical position of where a photograph was taken is

added to the metadata of a file, such as adding the latitude and longitude. (CAPS p. 40)

Cyber security issues:

 Click-jacking: Users are tricked into clicking on an item on a web page which acts as a
concealed link. (CAPS p. 42)
 Ransomware: A type of malware designed to encrypt or block access to your computer
system and files until you pay a sum of money ('ransom'). (EG 2017)
 Screen lock pattern: A way of locking a device by setting up a pattern you must draw or trace
on the screen to unlock the device. (EG 2017)
 Authentication (Internet safety): Two-factor (two-step) authentication: includes the use of
CAPTCHA, OTP (one-time pin/password), ApproveIt messages, etc.

How technology can benefit society/social implications

 Crowd funding: A process where a single idea or business practice is funded by multiple
small donations from volunteer contributors, usually before the business venture is started.
The contributors will then receive the product when it is finally put into production. Examples:
www.indiegogo.com and www.kickstarter.com. (CAPS p. 45)
 BYOD: Bring your own device (BYOD) refers to a concept where employees/students are
allowed to bring and use their own portable devices, such as smartphones, laptops, tablets, to
work on and access the network instead of a device owned/supplied by the company/
institution. (CAPS p. 32)
 Big data: Very large structured and unstructured data sets that are analysed using
computers to reveal trends and associations. These present challenges, such as storage,
curation, querying, visualisation. (EG 2017)
 Cryptocurrencies (e.g. Bitcoin, Ethereum, Luno): This is a form of virtual, digital currency.
Bitcoins can be exchanged for other currencies, products and services. They have caused
concern because they are often used for payment in criminal activities, such as ransomware
demands. However, more and more legitimate companies are accepting them as a means of
payment. (EG 2017)

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Computer Applications Technology 14 DBE/2021
Examination Guidelines

 E-learning: The creation of a learning environment where individuals use their computers to
take part in teaching and learning to further their education
 Mobile or M-Learning: A form of education and training delivered and conducted via the
internet using mobile devices, such as tablets and smartphones. It is designed to be flexible,
allowing learners/workers/students access to education anywhere, anytime. (EG 2017)
 Virtual reality (VR): This refers to using technology to create a simulation of a
3D environment that can be interacted with by a person in a seemingly real or physical way.
This is achieved by using equipment, such as helmets with screens and gloves fitted with
sensors. (EG 2017)
 Augmented reality (AR) uses types of technology similar to VR but does not create a totally
virtual environment like VR. Instead, it takes the physical world and adds (augments) objects,
such as graphics, within the real world. Both VR and AR are used in areas ranging from
entertainment (e.g. the augmented reality game Pokémon GO), training in aircraft simulators,
and healthcare (e.g. an app used to highlight veins when a drip is inserted or surgeons being
able to perform remote surgery on patients.
 AI (artificial intelligence): Refers to the simulation of human intelligence in machines that
are programmed to think like humans and mimic their actions, especially traits associated
with a human mind, such as learning and problem-solving. Machine learning is the study of
computer algorithms that improve automatically through experience and by the use of data. It
is seen as a part of artificial intelligence.
 4IR (the fourth industrial revolution): 4IR is a way of describing the blurring of boundaries
between the physical, digital and biological worlds. It is a blend of advances in artificial
intelligence (AI), robotics, the Internet of Things (IoT), 3D printing, genetic engineering,
quantum computing and other technologies. It creates many products and services that are
fast becoming essential to modern life and is the collective force behind disrupting almost
every business sector.
 5IR (the fifth industrial revolution): 5IR runs and develops alongside 4IR and uses the
advantages 4IR brings to put the focus back on humans and human endeavour, defining the
ethics and impact of technology developed in the 4IR.
 Blockchain: The name of a whole new technology. It is a sequence of blocks or groups of
transactions that are chained together and distributed among the users.
'The blockchain is an incorruptible digital ledger of economic transactions that can be
programmed to record not just financial transactions, but virtually everything of value.'
– Don & Alex Tapscott
It works as an indisputable record of transactions that do not require reliance on an
external authority to validate the authenticity and integrity of the data. Transactions are
typically economic, but we can store any kind of information in the blocks.

[Adapted from https://medium.com/swlh/blockchain-for-dummies-d3daf2170068]

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Computer Applications Technology 15 DBE/2021
Examination Guidelines

4.3.2 Technology/Concepts that will no longer be examined

As technology improves, many technologies may become obsolete or will no longer be relevant
and will therefore not be examined.

Concepts/Technologies that will no longer be assessed from 2021 onwards:

 CRT monitors  PDA

 Digital migration  RSS Feeds (social media platforms and
 Encarta e-mail subscriptions seem to be making
 Fax/Fax modems this a technology less used these days.)
 FireWire  Second Life
 Freeware/Shareware software  Stand-alone vs. integrated software in
 FTP terms of Office Suites
 MICR  Trackball mouse
 MySpace  Widgets
 OMR

4.3.3 Clarification of blurred technology/concepts

In other cases, the set differences between devices/technologies may have become blurred. As a
result, some aspects of these concepts/devices will not be examined in order to avoid confusion
for the candidates, as well as during the marking process.

 Devices such as printers WILL BE examinable, but the comparisons between various printer
types will NOT be examinable.
 802.11 a/b/g/n: Candidates should know that 802.11 refers to a Wi-Fi connectivity standard.
The details on the specific standards, i.e. a/b/g/n, will NOT be examinable. (CAPS p. 35)
 The concept of a plug-in as a way of customising the browser or program has been largely
replaced by add-on, which is an extension of the software. Candidates will NOT be required
to distinguish between these two concepts. The term add-on will be preferred.
 Candidates will no longer be required to distinguish between a phablet and a tablet. A
phablet is a small screen tablet or a larger screen smartphone.
 Modem and router: Distinguish between the function of a modem and the function of a
router, even if it is one converged device.
 Differentiation between LCD and LED monitors will NOT be examined.

5. CONCLUSION

This Examination Guidelines document is meant to articulate the assessment aspirations

espoused in the CAPS document. It is therefore not a substitute for the CAPS document which
teachers should teach to.

Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.

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 Computer Applications Technology 16 DBE/2021
Examination Guidelines
ANNEXURE A: HTML TAG SHEET

Basic Tags Formatting Tags continued

Tag Description Tag Description
Defines the body of the web Inserted before each list item,
<body></body>
page and adds a number or symbol
<li></li>
<body Sets the background colour of depending on the type of list
bgcolor="pink"> the web page selected
<body text="black"> Sets the colour of the body text <img src="name"> Adds an image
Contains information about the <img src="name" Aligns an image: can be "left",
<head></head>
web page align="left"> "right", "bottom", "top"
Creates an HTML document – <p align="center"><img Aligns an image in the "center",
<html></html>
starts and ends a web page src="name"></p> can also be "middle"
<img src="name" Sets the size of the border
<title></title> Defines a title for the web page
border="1"> around an image
<br/> Inserts a line break <img src="name"
Sets the height and width of an
width="200" height
<!-- --> Comment image
="200">
Text Tags Displays alternative text when
Tag Description <img src="name" the mouse hovers over the
alt="alternative text"> image or when the image is not
<hl></hl> Creates the largest heading found
<h6></h6> Creates the smallest heading <hr/> Inserts a horizontal line
<b></b> Creates bold text <hr size="3"/> Sets size (height) of a line
<i></i> Creates italic text
Sets the width of a line, in
<u></u> Creates underlined text <hr width=”80%”/>
percentage or absolute value
<font size="3"></font> Sets size of font, from "1" to "7"
<font color= "green">
Sets font colour <hr color= "ff0000"/> Sets the colour of the line
</font>
<font face="Times New Table Tags
Sets font type
Roman"></font> Tag Description
Links Tags <table></table> Creates a table
Tag Description <tr></tr> Creates a row in a table
<a href="URL"></a> Creates a hyperlink <td></td> Creates a cell in a table
<a href="URL"><img
Creates an image link
src="name"></a> Creates a table header (a cell
<th></th>
Creates a target location in the with bold, centred text)
<a name="NAME"></a>
document
Links to a target location
<a href= "#NAME"></a> created somewhere else in the <table width="50"> Sets the width of the table
document
Defines the title of a creative Sets the width of the border
<cite></cite> <table border="1">
work around the table cells
Sets the space between the
Formatting Tags <table cellspacing="1">
table cells
Sets the space between a cell
Tag Description <table cellpadding="1">
border and its contents
<p></p> Creates a new paragraph Sets the alignment for cell(s)
Aligns a paragraph to the "left" <tr align="left"> ("left", can also be "center" or
<p align="left"> (default), can also be "right" or "right")
"center"
Sets the vertical alignment for
<ol></ol> Creates a numbered list <tr valign="top"> cell(s) ("top", can also be
<ol type="A","a", Defines the type of numbering "middle" or "bottom")
"I","i","1"></ol> used
Sets the number of columns a
<ul></ul> Creates a bulleted list <td colspan="2">
cell should span
<ul type="disc", Sets the number of rows a cell
Defines the type of bullets used <td rowspan="4">
"square","circle"> </ul> should span

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Computer Applications Technology 17 DBE/2021
Examination Guidelines

ANNEXURE B: INPUT MASK CHARACTER SHEET

CHARACTER DESCRIPTION

0 Digit (0 to 9, entry required, plus [+] and minus [–] signs not allowed)

9 Digit or space (entry not required, plus [+] and minus [–] signs not allowed)

Digit or space (entry not required; spaces are displayed as blanks while in Edit
# mode, but blanks are removed when data is saved; plus [+] and minus [–] signs
allowed)

L Letter (A to Z, entry required)

? Letter (A to Z, entry optional)

A Letter or digit (entry required)

a Letter or digit (entry optional)

& Any character or a space (entry required)

C Any character or a space (entry optional)

Decimal placeholder and thousand, date and time separators (The actual
.,:;-/ character used depends on the settings in the Regional Settings Properties
dialog box in the Windows Control Panel.)

< Causes all characters to be converted to lower case

> Causes all characters to be converted to upper case

Causes the input mask to display from right to left, rather than from left to right.
! Characters typed into the mask always fill it from left to right. You can include
the exclamation point anywhere in the input mask.

Causes the character that follows to be displayed as the literal character (for
\
example \A is displayed as just A)

“” Characters enclosed in double quotation marks will be displayed literally.

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