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.

Digitally
proficient citizens

Bridging the digital divide

Data,
Computing information
Networks and Internet and
concepts and management Digital
communication communication
application and citizenship
technologies skills
skills computational
thinking

e-Skills

Exposure to and appreciation of Information and Communication Technology

ICT Fundamentals

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.

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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.

Database
Presentation Software
Word Processing

Spreadsheet

• Text level • Cell level • Box level • Notes • Field

Notebook

• Paragraph • Column/Row • Object level • Object level • Record

level level • Slide level • Pages • Table
• Page level • Selection • Document • Document
• Object level level level level
• Document • Object level
level • Worksheet
Level
• Document
Level

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 At least 80% of the practical 2 weeks 20%

components of at least two
100 Marks minimum Unsupervised
packages of the syllabus
content must be covered.

2 Test Theoretical components of: 90 minutes 30%

100 Marks minimum Topics 1,2,4, and 5 or at least Supervised

50% of the syllabus must be environment
covered.

4 Internal Examination At least 80% of the syllabus 50%

content must be covered in
Same time allocation
the Internal examination.
and mark allocation of
the final exam.

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/ Understand Apply Analyse/Evaluate/
Remember Create
Problem Solving
Theoretical Content

T 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, Routine cognitive & Multi-step Problem Solving
concepts & practical skills and procedures
Practical Content

procedures procedures
P Remember principles / Convert from one format Combine Develop/Create Solution
practical or programming to another, concepts/isolatable bits
concepts in isolation, Explain steps/procedures
Data gathering Information Building Applying
processing understanding understanding/
Information Management

Productive thinking

TP Determine what is Determine relevance, , Query, interpret Plan / strategise, devise,

known/have what is sort, sift, group, put together, report,
PT needed, find, collect calculate, compare 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 1.1 Introduction to the concepts of ICT's, the 1.1 Introduction to the concepts of ICT's, the 1.1 Describe different types of computers
systems technologies digital world and digital citizenship digital world and digital citizenship
Content: Content: Content: Content:
• Introduction to computing concepts • Introduction to ICT's • Introduction to ICT's • Computer classification
• Systems technologies • The digital world and digital citizenship • The digital world and digital citizenship • Mobile computing
• Client server concepts
Learning Outcomes: Learning Outcomes: Learning Outcomes:
Students should be able to: Students should be able to: Students should be able to: Learning Outcomes:
1.1.1 Define the term ICT. 1.1.1 Explain the term ICT. 1.1.1 Discuss the concept of the information Candidates should be able to:
1.1.2 Discuss the role computers play in modern 1.1.2 Differentiate between different types of ICT processing cycle 1.1.1 Describe general model of a computer in
society systems 1.1.2 Discuss the benefits associated with using relation to the information processing cycle:
1.1.3 Explain how ICTs facilitate everyday business 1.1.3 Discuss examples of computer usage and digital technology input, processing, output, storage as well as
operations applications as part of society. 1.1.3 Describe how ICTs facilitate everyday communication
1.1.4 Discuss examples of computer usage and 1.1.4 Differentiate between the purpose and use business operations 1.1.2 List and differentiate between the different
applications as part of society. of portable and mobile computers, digital 1.1.4 Discuss examples of computer usage and types of computers. (Range: Dedicated vs.
readers (e-book readers), wearable devices applications as part of society. Multi-purpose devices e.g. ATMs and
Suggested 30 Mins and gaming devices. 1.1.5 Discuss examples of typical computer usage electronic appliances, Mobile computers and
Lesson time from a user's perspective (Range: Home user, devices such as smart phones)
Suggested 45 Mins Small office user, power user, enterprise 1.1.3 Describe multi-purpose computers in terms
Lesson time user) of processing power, range, storage, use and
Practice 15 Mins 1.1.6 Discuss examples of computer usage and price.
/Activity applications as part of society. (Range: 1.1.4 Differentiate between portable and non-
Review time Practice 15 Mins Health Care, Manufacturing, Education, portable computers. (Range: Super
/Activity Finance, Agriculture, Travel, Government) Computers, Mainframe computers,
Review time 1.1.7 Describe the relationship between data and desktop computers, laptops, netbooks,
1.2 Explain what a personal computer is and information within the information tablets, smartphones and smart devices e.g.
how it is used 1.2 Explain what a personal computer is and processing cycle google glass, media players)
Content: how it is used 1.1.5 Explain the term client-server computing
• Personal computers (PC's) Content: Suggested 45 Mins 1.1.6 List examples of the applications of client
• Model of a PC • Personal computers (PC's) Lesson time server computing in the real world
• Model of a PC 1.1.7 Define the term Cloud computing
Learning Outcomes: 1.1.8 Discuss the common concepts relating to
Practice 15 Mins
Candidates should be able to: Learning Outcomes: cloud computing
/Activity
1.2.1. Describe the concept personal computer in Students should be able to: 1.1.9 Discuss the use of the Cloud within a
Review time
terms of hardware, software, memory, 1.2.1. Describe the concept personal computer in business environment
storage. terms of hardware, software, memory, 1.1.10 Discuss the advantages and disadvantages of
1.2.2. Differentiate between various types and storage. 1.2 Explain what a personal computer is and cloud computing
forms of computers in terms of their use and 1.2.2 Differentiate between: System software vs how it is used 1.1.11 Discuss the concept of cloud-based services
purpose within an office environment application software Content: and suites
1.2.3 Differentiate between hardware and 1.2.3 Differentiate between various types and • Personal computers (PC's) 1.1.12 Discuss the concept of a shared document
software forms of computers in terms of their • Model of a PC 1.1.13 Discuss the concept shared documents in
1.2.4 Describe the basic purpose of hardware advantages and disadvantages • Mobile devices relation to user rights
1.2.5 Describe the basic purpose of software 1.2.4. Describe general model of a computer in 1.1.14 Differentiate between different tools for
1.2.6 Differentiate between different types of relation to the information processing cycle: Learning Outcomes: sharing content on the cloud
hardware with examples input, processing, output, storage as well as Candidates should be able to: 1.1.15 Differentiate between different cloud-based
1.2.7 Differentiate between different types of communication 1.2.1. Differentiate between the common applications for practical use within an office
software with examples 1.2.5. List different examples of hardware characteristics of a PC and mobile device and business environment
according to various categories (relating to 1.2.2. Differentiate between the use and
Suggested 90 Mins use per type of computer and purpose) application of PCs and mobile devices Suggested 60 Mins
Lesson time (Input Processing Output Storage hardware 1.2.3. Describe the basic components (hardware Lesson time
components) and software) of a smart phone and
1.2.6. Describe the basic function of computer computer and their purpose
Practice 15 Mins Practice 30 Mins
memory and storage 1.2.4. Discuss the concept of mobile computing and
/Activity /Activity
1.2.7. Describe a computer in terms of its mobile devices
Review time Review time
performance (Range: processor speed, 1.2.5. List examples of mobile devices

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1.3 Introduction to systems technologies and memory capacity, hard drive and storage 1.2.6. Discuss the concept of a wearable device 1.2 Advantages and disadvantages of the use of
the information processing cycle capacity) 1.2.7. List the advantages and disadvantages of ICTs
Content: 1.2.8. List different examples of software according mobile technologies Content:
• Systems technologies to different categories (relating to the use 1.2.8. Describe the main components of a smart • Advantages and disadvantages using ICT
• Information processing cycle per type of computer, including mobile phone (mobile device) and a computer technologies
technologies and apps) 1.2.9. Differentiate between the various features • Explain how computers and ICTs influence
Learning Outcomes: 1.2.9. Describe the term storage hardware and specifications of a typical computer the real world
Candidates should be able to: 1.2.10 Discuss the purpose of using storage 1.2.10 Define the term computer memory
1.3.1 Define the following terms: hardware/devices. Range: Processing, 1.2.11 Discuss the primary purpose of memory Learning Outcomes:
- Information processing portability, backup 1.2.12 Differentiate between different types of Candidates should be able to:
- Information processing cycle 1.2.15 Differentiate between the general categories storage hardware and the means of storing 1.2.1 Describe the advantages of using ICT
1.3.2 Explain how the concepts of information of software and apps data. (Range: Electronic, Magnetic, Optical.) technologies in everyday life
processing and the information processing 1.2.16 Differentiate between storage and memory 1.2.13 Discuss the basic characteristics of a common 1.2.2 Describe the disadvantages of using ICT
cycle are related. 1.2.17 Describe the typical characteristics of a hard hard disk technologies in everyday life
1.3.3 Draw a basic model of an information disk drive 1.2.14 List examples of different types of Hard disks 1.2.3 Discuss the reasons for using computers:
processing device. 1.2.18 Discuss the advantages of solid-state drives and external storage devices and (Range: saving paper, time, labour,
1.3.4 Define the terms: Input, Output and differentiate between their different uses communication costs, efficiency, accuracy,
Processing and size. reliability, effect on time and distance,
1.3.5 Explain the purpose of storage Suggested 90 Mins 1.2.15 Differentiate between different types of global communication including social
1.3.6 Name the various components required and Lesson time memory and their purpose (Range: RAM, networks and web tools such as blogs, wikis)
utilised for I/O, storage and processing ROM, Flash Memory)
Range: 1.2.16 Select a computer based on the intended use Suggested 45 Mins
Practice 15 Mins and computer’s specifications
- RAM Lesson time
/Activity 1.2.17 Differentiate between a port and a connector
- ROM
Review time 1.2.18 Identify different types of ports and
- Secondary and Primary Storage
- CPU connectors among different types of Practice 15 Mins
- Digital communication mediums computing devices /Activity
1.2.19 Differentiate between Wi-Fi, Bluetooth and Review time
Suggested 60 Mins NFC connections
Lesson time
Suggested 120 Mins 1.3 Input and output and hardware described
Lesson time in terms of use classification and mode of
Practice 20 Mins
operation as part of the information
/Activity
processing cycle
Review time Practice 45 Mins
Content:
/Activity
• Input peripherals output peripherals
Review time
1.4 Basic concepts of systems and application • Data capturing
software
Content: Learning Outcomes:
• Systems and Application Software Candidates should be able to:
• Basic file operations 1.3.1 Discuss the concept of data capturing
1.3.2 Explain the importance of data capturing
Learning Outcomes: (input) within the information processing
Candidates should be able to: cycle
1.4.1 Differentiate between: Systems and 1.3.3 Describe the purpose of the input process
Application software 1.3.4 Describe different types of input hardware
1.4.2 List examples of different types of systems with regard to use and classification e.g.
and application software direct and indirect entry
1.4.3 Explain the role of the Operating System (OS) 1.3.5 Discuss the use and purpose of output within
1.4.4 Explain the role of the OS as an interface as part of the information processing cycle
between the user and the computer 1.3.6 Differentiate between different types of
1.4.5 Explain the necessity of the various output and their purpose within an
operations and functions that an OS provide organisation (Reports, Presentations,
a user. Spreadsheets)
1.4.6 List examples of different utility software and 1.3.7 Discuss the different types (levels) of
their purpose (including anti-virus software) management within an organisation and the

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 typical documents and reports required by
each
Suggested 45 Mins
Lesson time Suggested 60 Mins
Lesson time
Practice 20 Mins
/Activity Practice 30 Mins
Review time /Activity
Review time

1.5 Starting up and shutting down an operating 1.3 Starting up and shutting down an operating 1.3 Exploring the file management operations 1.4 Explore the maintenance utilities of the
system system of the operating system operating system

Content: Content: Content: Content:

• Start a computer system • Start a computer system • File management concepts • Systems Maintenance operations
• Shut down a computer system • Using the OS
Learning Outcomes: • Learning Outcomes:
Learning Outcomes: Candidates should be able to: Learning Outcomes: Candidates should be able to:
Candidates should be able to: 1.3.1 Discuss the typical functions of the OS Candidates should be able to: 1.4.1 Describe the concepts relating to the
1.5.1 Describe the concept of starting and 1.3.2 Discuss the concept of users and user 1.3.1 Perform basic file organisation operations. maintenance and management tasks of the
operating system. (This also include the profiles (Range: open a file, folder or a drive, select operating system.
concept of bootstrapping) 1.3.3 Describe the concept of logging off or individual files and folders or collections of (Range: Management of desktop,
1.5.2 Start an operating system, and log on (Also placing a computer in sleep mode folders and files, sort files according to Management of files and folders, General
relates to the concept of why the necessity 1.3.4 Describe the concept of restarting a specific criteria, create a folder or a file, housekeeping tasks:
exist to log into an operating system) computer using an appropriate routine move a folder or a file, copy a folder or a file, Defragmentation, Scheduling/updating,
1.5.4 Describe the concept of logging off or 1.3.5 Shut down or restart a computer rename a folder or a file, restore a folder or Archive, backup, Compress/decompress
placing a computer in sleep mode 1.3.6 Differentiate between different types of a file) files. Security features - firewall, anti-virus,
1.5.5 Describe the concept of restarting a operating systems and their use between 1.3.2 Discuss the concept of compressing a folder control of spyware, adware)
computer using an appropriate routine different forms of computing devices or file 1.4.2 Describe the concept and purpose of
1.5.6 Shut down or restart a computer 1.3.7 Describe how an operating system interacts 1.3.3 List examples of file compression utilities installing/uninstalling software (custom and
with the hardware and other applications and their associated file extensions full installation, product keys, activation
1.3.4 Explain the difference between a codes)
Suggested 60 Mins compressed folder or file and that of a non- 1.4.3 Perform the operations related to the
Lesson time Suggested 60 Mins compressed folder or file maintenance and management tasks of the
Lesson time 1.3.5 Display file or folder properties and interpret operating system: General housekeeping
the information provided. (Range: size, tasks: Defragmentation,
Practice 20 Mins Scheduling/updating, Archive, backup,
location, name, number of files.)
/Activity Practice 20 Mins Compress/decompress files. Security
1.3.6 Discuss the concept of a hidden file
Review time /Activity features – activate and deactivate a firewall,
1.3.7 Discuss the concept of a system file
Review time anti-virus.
1.3.8 Change the list/view options of a folder
1.6 Explore and use the Operating System (OS) 1.3.9 Search a file using the Operating System 1.4.4 Uninstall and install software packages.
search utility by implementing wildcards and
Content: 1.4 Exploring the file management operations specifying criteria such as date modified, size Suggested 60 Mins
• Operating System use and functions of the operating system etc. Lesson time
• File management operations 1.3.10 Share files with other people (shared drive)
Content: 1.3.11 Compress or decompress a file or folder for
Practice 30 Mins
Learning Outcomes: • File management concepts distribution or use
/Activity
Candidates should be able to: • Using the OS 1.3.12 Save and Share a file in the cloud
Review time
1.6.1 Identify and name components of the OS 1.3.13 Change the properties of a file or folder
desktop Learning Outcomes: (attributes – types, size, hidden, read only)
1.6.2 Outline the purpose of the desktop and the Candidates should be able to: 1.3.14 Explain how an OS provides a typical
task bar interface and the other management
1.6.3 Use the start button on the taskbar to gain 1.4.1 Discuss the concept and purpose of file operations associated with
access to other functions of the OS. organisation programs, memory and maintenance tasks

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1.6.4 Identify common icons and discuss their 1.4.2 Discuss the concept of naming files and 1.5 Generalise computer management issues
meaning such as: file icons, folder icons, folders as well as naming conventions Suggested 150 Mins regarding safeguarding against threats
drive icons, peripheral device icons, (Range: Meaning, Location, Purpose, Aid Lesson time
shortcuts, recycle bin, applications searches etc.) Content:
1.6.5 Open different windows 1.4.3 Describe different types of files: (Range: File • Threats to a computer system
Practice 60 Mins
1.6.6 Use two programs simultaneously in extensions (association) - common/generic • Safeguards and measures
/Activity
Windows and switch between the two; extensions such as archived/compressed, • Viruses
1.6.7 Identify the content of disks and folders in forms of text files, web pages applications Review time
Learning Outcomes:
the content panel of Windows Explorer; like word processor, spreadsheet, database Candidates should be able to:
1.6.8 Identify the file types correctly according to and presentations graphics, movie, sound,
their extensions; animation, and Adobe Acrobat) 1.5.1 Describe the concepts safety and security
1.6.9 Perform basic file management operations: 1.4.4 Discuss concepts such as: Drive, path, messages to safeguard a system.
Range: filename and file extension 1.5.2 Discuss the concepts: Human error (GIGO,
- Create and manage folders 1.4.5 Discuss and explain the concepts of: File accidents)
- Move files and folders properties in relation to – types and size 1.5.3 Describe different threats to a computer
- Select multiple or single files 1.4.6 Interpret the representation of a list files in system with regard to: Physical access, Theft,
- Name and rename files (including the windows explorer. Hardware failures, Power failure and acts of
rules and conventions) 1.4.7 Differentiate between the terms: copy, God.
- Perform basic search functions rename, delete, restore, move, view and sort 1.5.4 Discuss the risks associated to computers as
- Digital communication mediums files and folders part of a network
1.6.10 Use the Help function to solve problems 1.4.8 Perform basic file organisation operations. 1.5.5 Define the term computer virus.
1.6.11 Use available utility software (Range: Open a file, folder or a drive). 1.5.6 Differentiate between different types of
Range: 1.4.9 Select individual files and folders or viruses and threats.
- Calculator collections of files and folders, Sort files 1.5.7 Discuss the common precautionary
- Paint according to specific criteria, create a folder measures used to safeguard against
- Snipping tool or a file, Move a folder or a file, Copy a computer viruses
folder or a file, Rename a folder or a file,
Suggested 105 Mins Restore a folder or a file Suggested 60 Mins
Lesson time Lesson time
Suggested 120 Mins
Lesson time
Practice 60 Mins Practice 30 Mins
/Activity /Activity
Review time Practice 45 Mins Review time
/Activity
Review time
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,

18 | P a g e
 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)

Suggested 240 Mins

Lesson time

Practice 120 Mins

/Activity
Review time

1.8 Introduction to Word Processing 1.5 Purpose of using Word Processing 1.4 Use the integrated features and 1.6 Incorporate advanced functions and
Applications intermediate functions of the word document editing
Content: processor Content:
• Word processing concepts Content: Content: • Manipulating images and graphical elements
• Word processing concepts and applications • Document management, formatting and • Document collaboration
Learning Outcomes: techniques • Document content references and links
Candidates should be able to: Learning Outcomes: • Importing data from external sources • Protecting a document
1.8.1 Define the term Word Processing Candidates should be able to: • Using forms
1.8.2 List examples of different word processing 1.5.1 Explain the purpose of Word Processing Learning Outcomes: • Templates
applications Candidates should be able to:
Learning Outcomes:

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1.8.3 Explain why Word Processing software are 1.5.2 List and describe different uses of word 1.4.1 Select and use page orientation for different Candidates should be able to:
used. processing (types of documents created) to purposes 1.6.1 Integrate, images and text
represent information to users. 1.4.2 Apply file management techniques to the 1.6.2 Use advanced text box features
Suggested 15 Mins 1.5.3 Describe the benefits of using a word document. (Range: Printing (including 1.6.3 Create and/or Import and utilize quotes and
Lesson time processor options such as range of pages, odd or even, referencing
1.5.4 Describe the characteristics of a good number of copies, print quality, pages per 1.6.4 Draw and or import shapes
document sheet), send to (e-mail, Internet fax), 1.6.5 Use collaboration functions. (Range: Share a
Practice 5 Mins convert, properties)) document, review a document, review and
/Activity 1.4.3 Add multi-level numbering and bullets apply track changes, merge changes from
Suggested 15 Mins
Review time 1.4.4 Input data from different file formats, e.g. other documents)
Lesson time
text files, csv, rtf, tables and objects from 1.6.6 Add captions, cross references, bookmarks
1.9 Starting a Word Processing application other office suite applications E.g. and hyperlinks
Practice 5 Mins Spreadsheet chart, partial spreadsheet, 1.6.7 Add basic citations and generate a
Content:
/Activity
• Performing basic operations with a Word tables, diagrams and images. bibliography
Review time 1.4.5 Differentiate between inserting a linked 1.6.8 Add a digital signature and password
Processing application
• Storing and retrieving files object into a document and pasting an protection
• Common file and document operations 1.6 Use basic features to create and edit and object into a document 1.6.10 Create a basic form for data input and
format a document 1.4.6 Apply special editing features. (Range: Paste manipulate an existing form
Learning Outcomes: Content: special, find and replace (extend to using 1.6.11 Create and modify a document from a
Candidates should be able to: • Edit a document more options) template
1.9.1 Open/Start a Word processor • Format a document 1.4.7 Apply intermediate Document layout
1.9.2 Create a new blank document Learning Outcomes: functions. (Range: Section breaks and
1.9.3 Create a document based on a template Candidates should be able to: sections, Headers and footers (including Suggested 120 Mins
1.9.4 Describe the concept and purpose of 1.6.1 Use basic features to format a Word date, path and filename) Page Lesson time
templates processor document. numbers: Different first page, odd, even,
1.9.5 Open an existing document 1.6.2 Use editing functions and shortcuts such as: starting from a specific number)
Practice 30 Mins
1.9.6 Export/Save a document in another format. cut, copy, paste, find and replace
/Activity
(Range: Previous version, rtf, pdf, txt) 1.6.3 Apply basic formatting to a document. Suggested 120 Mins
Review time
1.9.7 Switch between different documents (Range: Font type, style, size, colour, Lesson time
1.9.8 Explore common features of the Ribbon highlight and effects. Paragraph:
Tabs, Quick Access toolbar, and File tab, spacing, justification, alignment,
Practice 75 Mins
Menus borders, shading and indents, Using existing 1.7 Integrated solution and document
/Activity
1.9.9 Change the default folder for saving quick styles in gallery) development using a word processor
Review time
documents 1.6.4 Add or remove bullets numbers in a single Content:
1.9.10 Use the help function provided level list, switch between standard bullets, • Designing and constructing a document for a
numbered lists. particular purpose
Suggested 120 Mins 1.6.5 Apply reading and proofing techniques. 1.5 Use the Mail merge feature in a document • Importing data from external sources
Lesson time Range: proofing: spelling and grammar Content:
1.6.6 Set margins of the document, page or set of • Data and data import Learning Outcomes:
pages according to requirements • Creating labels and data table Candidates should be able to:
Practice 60 Mins 1.6.7 Select and use page orientation for different • Importing and using external data 1.7.1 Apply various techniques to design and
/Activity purposes develop an integrated document based on
Review time 1.6.8 Create and edit text using the columns and Learning Outcomes: a set of requirements for a particular
column break functions Candidates should be able to: business purpose.
1.10 Keyboarding and keyboard proficiency in a 1.6.9 Change the spacing between paragraphs and
document text 1.5.1 Create a primary document for distribution Suggested 60 Mins
Content: 1.6.10 Insert page breaks and section breaks and mailing purposes for example an Lesson time
• Use of the keyboard 1.6.11 Add themes and a background invitation, notice or a label
• Common keys and their function 1.6.12 Insert, use and modify line numbers 1.5.2 Select or create an applicable data source
1.6.13 Set the indentation values of a paragraph Practice 30 Mins
(spreadsheet, word table or csv,
1.6.14 Insert, use and modify tab stops and tab /Activity
Learning Outcomes: (comma separated values file) outlook
settings. Review time
Candidates should be able to: address book; for use in the mail merge
1.10.1 Identify and use a number of keys and 1.5.3 Insert various data labels for the main
explore their effects in a word document. document
(Range: Alphabetical keys, number

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 keys/num lock, Caps Lock, Enter, Suggested 150 Mins 1.5.4 Merge a mailing list with a letter, label or
Backspace, Delete, Spacebar, Shift, Tab, Lesson time other document as a new file or printed
Ctrl + Alt, Delete and F keys) output
1.10.2 Practise using these keys to create and edit a 1.5.5 Save and print the mailing list or document
text document, for example using tab key for Practice 60 Mins
indenting /Activity
1.10.3 Use basic features to edit a Word document. Review time
Suggested 90 Mins
(Range: Move around in it; type in it (INS); Lesson time
delete text; start a new paragraph; type in 1.7 Use Insert functions to create and edit a
capital letters and use UNDO and REDO document
functions. Select data using keyboard and/or Practice 75 Mins
Content:
/Activity
mouse, entering, editing and deleting text. • Edit a document
Review time
Basic punctuation - one space after all • Use insert functions and functionality
punctuation, including periods, formatting
marks.) Learning Outcomes:
1.10.4 Describe the GIGO (Garbage In Garbage Out) Candidates should be able to:
principle using a word processor document 1.7.1 Insert a table, picture or clip art, header and
1.10.5 Use other keys and combinations thereof on footer, word-art, SmartArt, shapes, chart,
the keyboard such as Shift, Caps Lock, Insert, textbox, screenshot, active window
Delete, Backspace, page up, page down, screenshot, page number, header and
home, end, Tab, undo, redo, Print screen; footer and page breaks in a text
1.10.6 Revise alphabetical keys. 1.7.2 Create a table, edit, insert and modify data
1.10.7 Type special characters, symbols and in a table
punctuation marks available on the 1.7.3 Modify the appearance of a table
keyboard. (! @ # $ % ^ & * ? < >) (inserting, moving, merging, deleting cells,
1.10.8 Demonstrate the use of common shortcuts rows and columns)
for Editing text e.g. Ctrl + Ctrl +B, Ctrl +I, Ctrl 1.7.4 Apply an existing style to a table
+U, Ctrl +Z and Ctrl + Enter, 1.7.5 Modify the appearance of a table, borders,
1.10.9 Ctrl + C (copy), Ctrl + X (cut), Ctrl + V (paste) fill, cell border
1.7.6 Modify the size, position, layout and
1.11 Reinforce practical keyboarding and typing appearance of the inserted object (Range:
skills within a word processor. shape, table, SmartArt, chart, textbox,
Content: WordArt)
• Creating and editing documents 1.7.7 Modify the position and the text wrapping
• Touch typing options of an object
• Basic speed typing 1.7.8 Select, copy and move an object in a
document and between different documents
Learning Outcomes: 1.7.9 Use the send to front and send to back
Candidates should be able to: features of an object
1.11.1 Type 15-minute speed tests. 1.7.10 Format a table using the borders and
1.11.2 Type revision, remedial and drill exercises. shading function
1.11.3 Reinforce the concepts mastered as part of 1.7.11 Format a picture or clip art using the resizing
LO 1.10 function
1.11.4 Type speed building exercises (using a typing 1.7.12 Preview and print the document using
tutor) advanced printing functions
1.11.5 Touch type with confidence: 1.7.13 Add a symbol to a document (E.g. ∞, €)
Range: 1.7.14 Perform a spell check on a document
- Alphabetic keys
- numeric keys (numeric keypad and/or
top row numbers) Suggested 90 Mins
1.11.6 Apply basic editing and correction using Lesson time
shortcut keys

Practice 90 Mins
/Activity
Review time

21 | P a g e
 Suggested 240 Mins
Lesson time

Practice 165 Mins

/Activity
Review time

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.

22 | P a g e
 - 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)

Suggested 120 Mins

Lesson time

Practice 60 Mins
/Activity
Review time

1.13 Spreadsheet basics 1.8 Spreadsheet applications 1.6 Managing and editing a worksheet 1.8 Use formulae and implement advanced
Content: Content: /spreadsheet functionality to perform intermediate to
• Use the spreadsheet application • Purpose and use of spreadsheets Content: advanced calculations in a spreadsheet
• Spreadsheet documents • Benefits of using spreadsheets • Edit a spreadsheet/worksheet Content:
• Manage a spreadsheet or worksheet • Use advanced formulae constructs
Learning Outcomes: Learning Outcomes: • Incorporate advanced calculations
Candidates should be able to: Learning Outcomes: • Perform advanced charting operations
Learning Outcomes: 1.8.1 Define the term and purpose of spreadsheet Candidates should be able to:
Candidates should be able to: processing 1.6.1 Select a row/column or sets of adjacent cells Learning Outcomes:
1.13.1 Define the term and purpose of spreadsheet 1.8.2 List and describe different uses of 1.6.2 Multi-select different rows and cells or Candidates should be able to:
processing spreadsheets (types of documents created) columns 1.8.1 Use an if statement/function as part of a
1.13.2 List and describe different uses of to represent information to users 1.6.3 Modify the column and row widths worksheet. Range: If statement nested to a
spreadsheets (types of documents created) 1.8.3 Describe the benefits of using a spreadsheet 1.6.4 Modify the display settings of a column or maximum of two conditions
to represent information to users application row or set of cells 1.8.2 Use of relational operators (> < <= >= <>) in
1.13.3 Open/Start the spreadsheet application 1.8.4 Describe the characteristics of a good 1.6.5 Freeze and unfreeze rows and columns simple IF functions
1.13.4 Create a new blank spreadsheet/worksheet spreadsheet document 1.6.6 Switch between different worksheets 1.8.3 Use and incorporate basic date and time
1.13.5 Navigate a workbook 1.8.5 Discuss how spreadsheets are used to 1.6.7 Insert, edit and delete a worksheet functions and calculations
1.13.6 Create a new spreadsheet based on a transform data into useful information and 1.6.8 Apply good naming techniques in the naming 1.8.4 Use and incorporate text functions. (Range:
template list examples of such cases of worksheets left, right, mid, concatenate, len, value and
1.13.7 Open an existing spreadsheet 1.6.9 Edit a worksheet by changing the formatting find)
1.13.8 Export/Save a spreadsheet in another Suggested 60 Mins of cells. (Range: Data type, borders, shading, 1.8.5 Incorporate the Vlookup function, including
format. (Range: Previous version, rtf, pdf, Lesson time colouring, alignment, wrapping, merge, error indicator #N/A
txt, csv) alignment, text direction, merge, split and 1.8.6 Incorporate and apply conditional formatting
1.13.9 Switch between different spreadsheets and auto fill) as part of a worksheet
worksheets Practice 30 Mins 1.6.10 Apply formatting techniques to rows, 1.8.7 Include and use a Pivot table as part of a
1.13.10 Explore common features of the Ribbon /Activity columns and sheets by changing the size spreadsheet
Tabs, Quick Access toolbar, and Office Review time (width and height), insert, delete, hide, (Creating a pivot table, add pivot filters and
Button, Menus unhide, borders and styles slices)
1.13.11 Use the help function provided 1.6.11 Reinforce generic/common concepts such as 1.8.8 Incorporate advanced charting techniques
1.13.12 Differentiate and move between a tab sheet, 1.9 Use formulae to perform basic calculations formatting and editing, page layout, (Combination charts, In cell charts,
row, column and a cell in a spreadsheet illustrations, search and proofing as in word sparklines)
Content: processor 1.8.9 Interpret manage and resolve additional
Suggested 120 Mins • Construct and use formulae 1.6.12 Display and print the formulae entered into error messages such as interpreting error
Lesson time • Apply basic calculations and techniques a worksheet indicators such as: circular reference, #NULL!
1.6.13 Import data in a different format into a 1.8.10 Incorporate advanced functions as part of
Learning Outcomes: worksheet the solution (Index, Match, Offset, Choose,
Practice 90 Mins
Candidates should be able to: PMT, IPMT)
/Activity
Review time

23 | P a g e
 1.9.1 Perform the basic spreadsheet calculations Suggested 90 Mins 1.8.11 Change the appearance of a chart/graph by
1.14 Use basic features to create and edit a by inserting formulas and using basic Lesson time inserting and editing existing vales and
spreadsheet operators including +, -, *, /, column references
Content: 1.9.2 Understand the order of precedence and the 1.8.12 Change the minimum and maximum values
Practice 60 Mins
• Edit a spreadsheet use of brackets for use as part of a chart
/Activity
• Apply basic formatting 1.9.3 Use the autofill tool to repeat formulae and 1.8.13 Relabel the axes and other chart
increment data entries Review time components
Learning Outcomes:
Candidates should be able to: 1.9.4 Understand the implementation and use 1.8.14 Create stacked bar and column bars using
copy and paste to repeat data entries and 1.7 Create and edit charts within a spreadsheet graphics
1.14.1 Add content to a cell formulae Content: 1.8.15 Create a Combo Chart
1.14.2 Edit content of an existing cell 1.9.5 Insert and use functions and/or create • Charting concepts 1.8.16 Add sparklines and filters
1.14.3 Use basic features to format a Spreadsheet equivalent equations to: add, subtract, Learning Outcomes:
Range to format text: Highlight text; typing divide, multiply, auto sum, percentage, Candidates should be able to:
text in bold, italics and underline; typing text average, maximum, minimum, count cells, Suggested 270 Mins
in different styles and font sizes; using the rows and columns 1.7.1 Identify the different types of charts Lesson time
alignment functions - left, right, merge & 1.9.6 Understand the use and purpose of absolute 1.7.2 Describe different types of charts and
centre; adjust the width of the columns and cell referencing explain their applicable use and purpose i.e.
1.9.7 Implement absolute cell referencing as part Practice 180 Mins
height of rows and insert borders type/summary of information they convey
of a formula /Activity
(horizontal and vertical lines) 1.7.3 Interpret a given chart and make certain
1.9.8 Understand the importance of using cell Review time
1.14.4 Use basic features to edit and change deductions
information in a spreadsheet Range of references rather than constant values in 1.7.4 Validate a chart against a set of data
editing: Move around in it; delete text; type cells and formulae 1.7.5 Create a column, line and pie chart
in capital letters, insert rows and columns 1.9.9 Understand and interpret and manage 1.7.6 Create format and edit and exiting chart by 1.9 Integrate and practise creating and editing
and use UNDO and REDO functions (Range of (correct/fix) error indicators. (Range: adding and modifying the basic elements different spreadsheet documents to solve
changes: Change the contents of a cell or #######, #NAME!, #DIV/0!, #REF!,#VALUE!, and appearance of a chart problems
part of the contents of a cell #NUM!) 1.7.7 Apply appropriate options to the graph type Content:
1.14.5 List and describe the common types of data chosen • Problem solving with a spreadsheet
that may be entered into a cell 1.7.8 Insert a chart as an object or to a separate • Problem analysis
1.14.6 Understand the concept that a cell in a Suggested 240 Mins worksheet • Solution development
worksheet document refers to only one Lesson time 1.7.9 Insert and modify chart titles and legends • Validation of a solution
element of data of a specific type 1.7.10 Edit the appearance of a chart by changing • Incorporating different techniques and
1.14.7 Understand the concept of a Column, Row the fill colour functions
Practice 180 Mins
and worksheet and the purpose of each 1.7.11 Edit the appearance of a chart by changing
/Activity
1.14.8 Enter data of different types in a cell the data labels, gridlines, titles Learning Outcomes:
Review time
1.14.9 Differentiate between different data types Candidates should be able to:
and their use to represent data/information. Suggested 90 Mins 1.9.1 Analyse a given problem into inputs,
(Range: Strings, General, Number, Currency, Lesson time processes and requirements for output
Date and Time) 1.9.2 Utilise a spreadsheet and applicable
1.14.10 Edit the data content of a cell functionality to present a solution to a
1.14.11 Select a cell, range of adjacent cells, range of Practice 60 Mins
particular problem, based on the
non-adjacent cells, entire worksheet /Activity
analysis
1.14.12 Understand and apply the concept of a cell Review time
1.9.3 Consolidate and reinforce content, concepts
reference and skills
1.14.13 Format the content of a cell and change the 1.8 Use formulae and implement advanced 1.9.4 Import data from different formats into a
format of dates and currency, change functionality to perform intermediate to worksheet
number formats and decimal settings) advanced calculations in a spreadsheet 1.9.5 Recognise common relationships and
1.14.14 Implement good practices in creating lists Content: patterns in the data presented
and tables. (Range: avoid blank rows and • Use advanced formulae constructs 1.9.6 Apply and construct appropriate formulas
columns in the main body of list, insert a • Incorporate advanced calculations and calculations for implementation towards
blank row before Total row, ensure cells the solution
bordering list are blank.) Learning Outcomes: 1.9.7 Identify appropriate functions to suit
1.14.15 Explain the purpose of a spreadsheet and Candidates should be able to: scenario and solve problem. (Range: Date
the concepts of a cell, row, column and a 1.8.1 Implement auto-fill options as part of a and time, maths, statistical, text, logical,
sheet. spreadsheet lookup and reference, calculations)
1.14.16 Demonstrate the resizing of rows and 1.8.2 Incorporate and use spreadsheet functions. 1.9.8 Present a solution to the problem utilising
columns (Range: round, small, large, countif, counta, available spreadsheet tools and functionality

24 | P a g e
1.14.17 Transfer common features from word countblank, sumif, power and rand/random, 1.9.9 Use more advanced combinations of
processing skills (e.g. copy, paste, save) randbetween) functions and formulas to solve a problem
1.14.18 Use basic formatting and editing to format 1.8.3 Use an if statement/function as part of a and present information
cells: wrap, merge, split, alignment, borders, worksheet. 1.9.10 Include an appropriate graph for a given
shading, text direction and autofill 1.8.4 Use of relational operators (> < <= >= <>) in scenario
1.14.19 Decide on common data types such as: simple IF functions (Single condition) 1.9.11 Interpret and communicate the solution
- General 1.8.5 Implement rounding off numbers and design
- Number understand and illustrate the difference 1.9.12 Create. Modify, Save and edit a spreadsheet
- Currency between rounding and formatting for use as part of a mail merge operation
- Text
1.14.20 Spell check; preview and set print (range or Suggested 180 Mins
sheet) options and print the document Lesson time Suggested 150 Mins
Lesson time
Suggested 300 Mins
Practice 120 Mins
Lesson time
/Activity Practice 150 Mins
Review time /Activity
Practice 120 Mins Review time
/Activity
Review time
Notes on 1.7, 1.8 and 1.9
1.15 Use formulae to perform basic calculations Some of the types of problems that could be presented
in a spreadsheet for solution development could include topics and
Content: content from various domains such as:
• Construct and use formulae - Finance e.g. budgets, orders, estimates,
• Apply basic calculations and techniques statements, investments, etc.
- Measurement e.g. distances travelled,
Learning Outcomes: athletic times and scores, temperatures, etc.
Candidates should be able to: - Statistics e.g Min, Maximum, Mode, Median,
1.15.1 Perform the basic spreadsheet calculations Frequency, Standard deviation, Correlation
by inserting formulas and using basic etc.
operators including +, -, *, /, - Maps and fixed designs (drawings) which
1.15.2 Understand the order of precedence and the include representations of the physical world
use of brackets e.g. tabulated distances between locations
1.15.3 Use the autofill tool to repeat formulae and travelled, Summary and comparisons
increment data entries. between different structured and buildings,
1.15.4 Use basic functions: MIN, MAX, SUM, COUNT Volumes of shapes etc.
and AVERAGE to solve simple problems - Handling, analysis and interpreting data in
1.15.5 Sort data various forms and formats, e.g. Ranges in
1.15.6 Identify problems based on the following months, dates, textual data, forecasts,
error indicators: probabilities, graphs etc.
#VALUE, #NAME, #NUM, #REF, #DIV/0, The questions, problems and scenarios posed could be
#N/A, ###### interrelated from various domains to illustrate the use of
1.15.7 Troubleshoot basic errors in formulae and technology as an enabler and supporter of business
functions operations.

Suggested 210 Mins It is also important that the students present an

Lesson time understanding of generic concepts relating to problem
solving and computational thinking which include
concepts such as:
Practice 150 Mins Tax, VAT, Interest, Depreciation, Percentage, Fraction,
/Activity Frequency, Mode, Mean, Inflation, Decrease, Increase,
Review time Ratios, Composition, Subtotals and Totals

25 | P a g e
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.

Suggested 60 Mins
Lesson time

Practice 15 Mins
/Activity
Review time

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

26 | P a g e
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)

Suggested 150 Mins

Lesson time

Practice 90 Mins
/Activity
Review time

1.9 Use electronic notebooks 1.10 Use electronic notebooks

Content: Content:
• Basic concepts of electronic notebooks • Concepts of electronic notebooks
• Create and edit an electronic notebook • Create and edit an electronic notebook

Learning Outcomes: Learning Outcomes:

Candidates should be able to: Candidates should be able to:
1.9.1 Define the concept electronic notebook 1.10.1 Perform more advanced organisation and
1.9.2 Discuss the use of electronic notebooks for formatting of sections and pages
personal use and use within an 1.10.2 Add and create unfiled notes
organisational environment 1.10.3 Add and copy content to a notebook
1.9.3 Open and explore the OneNote UI 1.10.4 Attaching files and screenshots
1.9.4 Creating a new notebook 1.10.5 Work in pen mode
1.9.5 Discuss the concept of a notebook and its 1.10.6 Add external content and images
organisation 1.10.7 Convert handwriting
1.9.6 Save a notebook 1.10.8 Add and modify tables
1.9.7 Add pages and subpages 1.10.9 Add tags to notes
1.9.8 Take and save notes 1.10.10 Insert and manage video and audio files
1.9.9 Add content to a page 1.10.11 Change the properties of a notebook
1.9.10 Understand and use a container 1.10.12 Saving and printing a notebook and parts
1.9.11 Move and delete a page thereof
1.9.12 Add and manage sections 1.10.13 Sharing a notebook with other people
1.9.13 Formatting notes and pages
1.9.14 Perform basic text and content editing and Suggested 150 Mins
spell checks Lesson time
1.9.15 Perform formatting operations to text and
paragraphs and content
Practice 120 Mins
/Activity
Review time
Suggested 180 Mins
Lesson time

Practice 120 Mins

/Activity
Review time

27 | P a g e
 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.

Suggested 240 Mins

Lesson time

Practice 180 Mins

/Activity
Review time

Topic 2 2.1 Networking concepts 2.1 Hardware components that constitute a 2.1 Different types of networks and 2.1 Electronic communication
Content: network architectures Content:
• Networks and its domains Content: Content: • e-Communication tools
• Networking hardware • Network architectures
Learning Outcomes: • Networks and their use Learning Outcomes:
Candidates should be able to: • Modes of communication and media Learning Outcomes: Candidates should be able to:
2.1.1 Define the term network Candidates should be able to: 2.1.1 Define the term e-communication
2.1.2 List and briefly describe common examples Learning Outcomes: 2.1.1 Differentiate between local area network 2.1.2 Overview of applications/tools to facilitate e-
of everyday networks Candidates should be able to: (LAN) vs. metropolitan area network (MAN) communication - purpose and uses (What is
2.1.3 Discuss the advantages and disadvantages of 2.1.1 Describe the basic components and vs. wide area network (WAN) - coverage and it? What is it used for?) E-mail, Web
using networks hardware required for network where it is used browser, File Transfer Protocol (FTP), instant
2.1.4 Describe the basic components and communications 2.1.2. Discuss the internet as a WAN messaging, chat rooms, video conferencing
hardware required for network 2.1.2 Differentiate between the use, purpose and 2.1.3 Define the term network architecture and Voice over Internet Protocol (VoIP), RSS
communications operation of different types of networking 2.1.4 Differentiate between different network aggregator, Weblog, text, picture and video
2.1.5 Differentiate between the use, purpose and hardware. (Basic overview) architectures. (Range: client server and peer messaging
operation of different types of networking 2.1.3 Differentiate between different to peer and internet peer to peer) 2.1.3 Discuss, e-mail as a form of e-
hardware. (Basic overview) communication media (wired vs. wireless), communication. (Range: Uses of e-mail, E-
mode of transmission advantages and Suggested 45 Mins mail accounts (Internet Service Provider (ISP)
Suggested 45 Mins disadvantages. (Range: Types of cabling and Lesson time and web-based), E-mail addresses)
Lesson time components, Types of transmitters and 2.1.4 List and discuss the advantages and
components. (Twisted Pair, Fibre optic, disadvantages of using e-mail
Practice 15 Mins 2.1.5 Discuss the proper use of e-mail
Infrared, Radio, Cellular, Microwave,
Practice 15 Mins /Activity 2.1.6 Explain the different components of an e-
Satellite)
/Activity Review time mail message. (Range: e-mail address,
Review time addressees, attachment and signature.)

28 | P a g e
 2.1.4 Describe how a small office network or 2.2 Use of networks to enable the digital era 2.1.7 Create an e-mail address on the Internet
home office network could be installed and Content: using a client. (e.g. Gmail)
with an internet connection. • Information age 2.1.8 Draft and send e-mails to friends and fellow
• Communication networks and tools students
Learning Outcomes: 2.1.9 Retrieve e-mails and respond appropriately
Suggested 90 Mins Candidates should be able to:
Lesson time
2.2.1 Discuss how networks enable the Suggested 120 Mins
information age Lesson time
Practice 45 Mins
2.2.2 Define the term e-collaboration and discuss
/Activity
how networks enable the concept
Review time Practice 75 Mins
2.2.3 Discuss how e-concepts progress towards
/Activity
overcoming the digital divide. (Range: e-
Review time
government, e-learning, e-health, e-
education)
2.2.4 Discuss reasons for using networks such as 2.2 Communication software
communication, access to/sharing resources, Content:
centralisation, file and funds transfer, • Communication software
productivity, leisure. E.g. (Chat rooms, e- Learning Outcomes:
mail, FTP, Instant messaging, Web, Wiki’s, Candidates should be able to:
Conferencing) 2.2.1 Describe the purpose of communication
software
2.2.2 List examples of communication software
Suggested 60 Mins 2.2.3 Discuss the role that different forms of
Lesson time communication software could play within a
business environment.
Practice 15 Mins
Suggested 30 Mins
/Activity
Lesson time
Review time

Practice 15 Mins
/Activity
Review time

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 3.1 Apply computational thinking (CT) skills towards the development of a computer-based solution
Content: Content:
• Computational Thinking • Application of CT
• Problem solving • Analysis of problems
• Evaluation of alternatives
Learning Outcomes: • Design and demonstration of a possible solution
Candidates should be able to: Learning Outcomes:
Candidates should be able to:
3.1.1 Define the concept CT and its components 3.1.1 Define the concept CT and its components (Range: Pattern recognition, abstraction, decomposition and possibly algorithms)
(Range: Pattern recognition, abstraction, 3.1.2 Apply CT processes within a given problem domain
decomposition and possibly algorithms) 3.1.3 Decompose a given problem into smaller manageable parts
3.1.2 Apply CT processes within a given problem 3.1.4 Identify the purpose and objectives of each of the parts
domain 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
29 | P a g e
3.1.3 Place objects/statements/words in a correct 3.1.8 Develop a solution and demonstrate its ability to solve the problem
order
3.1.4 Use detail to follow certain steps to
complete an action Suggested 180 Mins
3.1.5 Identify what a pattern is Lesson time
3.1.6 Interpret a given set of raw data then
recognise the pattern
3.1.7 Look for similarities among and within Practice 150 Mins
problems /Activity
3.1.8 Make predictions based on patterns Review time
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.

Suggested 270 Mins

Lesson time

Practice 150 Mins

/Activity
Review time

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

30 | P a g e
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

Suggested 210 Mins

Lesson time

Practice 120 Mins

/Activity
Review time

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

3.3 Online collaboration tools and services 3.3 Working with forms
Content: Content: Generic notes on the content for N4 to N6
• Different forms of online collaboration tools • Create an online form for data collection
• Purpose of online collaboration tools • Edit an existing form Reinforce content, concepts and skills from N4 to
• Different types of rights and users • Export and analyse results N5
 Apply the skills towards the development
Learning Outcomes: Learning Outcomes: and construction of a solution in relation to
Candidates should be able to: Candidates should be able to: the use of application packages
3.3.1 Discuss the purpose of online collaboration 3.3.1 Define the concept of an online form  Task definition, data and information
tools 3.3.2 Discuss the purpose of using forms in gathering
3.3.2 Highlight the benefits of online collaboration relation to collaboration and data collection  Quality control of information:
3.3.3 List examples of different online 3.3.3 Design and create a form • Evaluate questions
collaboration tools 3.3.4 Edit the content of a form (Add and edit (types/levels/variety)
3.3.4 Differentiate between different types of questions, select and change response types) - Questions that can be answered
collaboration tools and their purpose explicitly by facts, e.g. questions

31 | P a g e
3.3.5 Create an online collaboration account 3.3.5 Define specific forms settings (Choose starting with words such as
3.3.6 Differentiate between a collaborator and a collaborators, responses allowed, see What? When? Where? Who?
viewer summaries) How many? etc.
3.3.7 Differentiate between the different 3.3.6 Allow collaborators to preview and edit the - Questions that will help you to
operations a typical owner of a document form examine, explore, query, e.g.
can perform 3.3.7 Preview and review form questions starting with Why?
3.3.8 Describe the concept of a restriction 3.3.8 Send a form How? etc.
3.3.9 Differentiate between the different 3.3.9 Collect and analyse responses - Questions that will help you to
operations a typical collaborator of a 3.3.10 Download responses as a csv or spreadsheet adjust alter or predict, e.g.
document can perform file questions starting with If? What
3.3.10 Differentiate between the different 3.3.11 Import the downloaded csv file into a if? etc.
operations a typical viewer of a document spreadsheet application - Questions that will help you to
can perform 3.3.12 Perform an analysis of the data collected make a judgment, critique,
3.3.13 Print (and or) publish a form and responses review or find meaning of some
The college could decide to implement either one of the sort, e.g. questions starting with
following approaches Would it be better if? What
It is suggested that each Suggested 90 Mins recommendation? How can I
student creates a Gmail Lesson time determine? What would be the
account for him or herself. best way? etc.
The lecturer involved could
also create one and various • Evaluate information
Practice 60 Mins - Authority (who created it?)
of the concepts could be
/Activity
explained done using - Accuracy (are the facts
Google. Review time
substantiated?)
Microsoft accounts and - Currency (is it up to date/still
related collaboration tools relevant?)
(Office 365)
- Objectivity (any bias?)
3.4 Working with online documents and folders - Coverage (how well does it
Content: cover the topic?)
• Online document management and
operations • Evaluate websites: Criteria
Learning Outcomes: - Affiliation (e.g. who supports
Suggested 150 Mins Candidates should be able to: the Website?)
Lesson time - Audience (e.g. level at which it
3.4.1 Create and/or upload different types of is written/who is it intended
Practice 60 Mins documents for?)
/Activity 3.4.2 Perform basic editing operations on a - Authority (e.g. who is the
Review time document author and what are his/her
3.4.3 Invite other users (via e-mail) to view or credentials?)
modify a document or set of documents - Content (e.g. organisation of
3.4.4 Add and manage viewers and collaborators content and working links)
3.4.5 Perform document editing online with other - Currency (e.g. is the information
people on the
3.4.6 Review apply, and undo changes made - Web-page up-to-date?)
3.4.7 Publish a document to the web - Design (e.g. is it easy to navigate
3.4.8 E-mail a document as an attachment or link and visually pleasing? How
quickly does it download?)
- Objectivity (e.g. does it reflect
Suggested 60 Mins any preconceptions?)
Lesson time
• Role of spreadsheet and database to
process and manipulate data to
Practice 30 Mins
provide information
/Activity
• Reinforce content, concepts and skills
Review time
through application packages

32 | P a g e
 Suggested 120 Mins
Lesson time

Practice 90 Mins
/Activity
Review time

3.4 Blogging principles 3.5 Create a blog as an informing tool 3.3 Create a blog as an informing tool
• Basic blogging concepts • Blogging concepts • Blogging concepts
• Creating and maintaining a blog site • Creating and maintaining a blog site • Creating and maintaining a blog site

Learning Outcomes: Learning Outcomes: Learning Outcomes:

Candidates should be able to: Candidates should be able to: Candidates should be able to:
3.4.1 Define the concept of a blog 3.5.1 Manage and edit posts and pages 3.3.1 Design and create a blog for a particular
3.4.2 Explain how a blog differs from a website 3.5.2 Adding categories and tags purpose (The purpose relate to the
3.4.3 List examples of different blogging tools and 3.5.3 Group content informing concept were a business, product
services 3.5.4 Demonstrate the skill of adding media or service are promoted)
3.4.4 Explain the purpose and use of blogs (images, videos, sound clips and pdfs and 3.3.2 Present a blog in relation to a set of design
3.4.5 Describe the advantages and disadvantages other documents) requirements meeting particular information
of using blogs 3.5.5 Differentiate between a widget and a plugin needs
3.4.6 Discuss how blogs could be used and an 3.5.6 Incorporate widgets and plugins as part of
informing tool or service the blog Suggested 120 Mins
3.4.7 Create/setup or use a profile 3.5.7 Design and create a blog for a particular Lesson time
3.4.8 Choose a blogging platform purpose (The purpose relate to the
3.4.9 Start a blog informing concept were a business, product
3.4.10 Design a blog (select a from a template) or service are promoted) Practice 90 Mins
3.4.11 Differentiate between the various /Activity
components of a blog and their purpose Review time
3.4.12 Add pages/posts to a blog Suggested 120 Mins
Lesson time
Suggested 150 Mins
Lesson time
Practice 60 Mins
/Activity
Practice 90 Mins Review time
/Activity
Review time

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.

33 | P a g e
Topic 4 4.1 Introduction to the internet and WWW 4.1 Introduction to the internet 4.1 Internet applications, plug-ins and web- 4.1 Internet applications, plug-ins and web-
Content: Content: based services based services
• Internet • Internet Content: Content:
• Connectivity • Connectivity • Online Services • Online Services
• Overview of the WWW • Data transmission • Internet Applications • Internet Applications
• Websites
Learning Outcomes: Learning Outcomes: Learning Outcomes:
Learning Outcomes: Candidates should be able to: Candidates should be able to: Candidates should be able to:
Candidates should be able to: 4.1.3 Discuss the components/constituents and 4.1.1 Define the term internet application and list 4.1.1 Differentiate between different social media
4.1.1 Define the term internet the purpose of internet enabling some examples platforms, their purpose and operation
4.1.2 Describe the term connectivity technologies and terms. (Range: Internet 4.1.2 Describe the term plug-in applications 4.1.2 Discuss different media and the use of plug-
4.1.3 Describe the term WWW addresses - Internet protocol (IP) addresses 4.1.3 Discuss examples and purpose of plug-in ins to support the operation. (Range:
4.1.4 Define the terms: Web address/uniform and domain names) applications for browsers. (Range: PDF Multimedia, Download vs. streaming, Live
resource locater (URL), and describe their 4.1.4 Discuss how data travels over the internet in converters and tools, Flash player, Java, broadcasts, Video on-demand and IPTV
purpose relation to networking concepts QuickTime player, RealPlayer, Silverlight) (Internet Protocol Television)
4.1.5 Differentiate between a web page and 4.1.5 Explain the different components required 4.1.4 Differentiate between Web 1.0, Web 2.0, 4.1.3 Define the term cloud in terms of different
website to connect to the internet. (Range: Internet Web 3.0 and Web 4.0 in terms of data applications and services provided
4.1.6 Explain the purpose of a browser, search Service Providers (ISPs), wired and wireless presentation and the provisioning of services 4.1.4 Discuss examples of online web services and
engine and other online tools and networks connections) 4.1.5 Define the term social media, social tools presented in the cloud
4.1.7 Identify the different web browsers: Internet 4.1.6 Differentiate between the world wide web platforms 4.1.6 Describe the impact of the internet on
Explorer, Chrome, Opera, Firefox and Safari and the internet 4.1.6 Explain how graphics, animation, audio, business. (Range (B2B, B2C))
4.1.8 Work with a Web browser 4.1.7 Discuss different examples of online services. video and virtual reality are presented as
4.1.9 Type in a URL in the address bar (Range: banking, shopping, part of a web-site Suggested 45 Mins
4.1.10 Illustrate an understanding of - Safe Internet booking/reservations) Lesson time
use: passwords, layered authentication, Suggested 60 Mins
captcha Suggested 60 Mins Lesson time
Practice 15 Mins
4.1.11 Explain the reason for Information piracy Lesson time
/Activity
and privacy.
Practice 15 Mins Review time
4.1.12 Perform a search using a search engine
Practice 15 Mins /Activity
(Range: writing search criteria, evaluating
/Activity Review time
the results)
Review time
4.1.13 Describe how a website is accessed and
information obtained (How to access and 4.2 Internet service technologies 4.2. Internet service technologies and the digital
browse a website) Content: age
4.1.14 Explore and use social electronic media and 4.2 Overview of the WWW • Internet service technologies Content:
networks for various communication Content: • E-commerce • Service technologies
purposes. (Range: Facebook, Twitter, blogs, • WWW • Protocols
Skype, WhatsApp, YouTube etc.) • Websites Learning Outcomes: • Internet services
• Impact of the WWW Candidates should be able to: Learning Outcomes:
4.2.1. Define the term internet service Candidates should be able to:
Suggested 120 Mins Learning Outcomes: technologies 4.2.1 Provide an overview of various internet
Lesson time Candidates should be able to: 4.2.2 Differentiate between different types of service and supporting technologies by
4.2.1 Describe the term WWW websites and what they offer. (Range: Types referring to their use and purpose. (Range:
4.2.2 Define the terms: Web address/uniform of websites (i.e. what they offer) Static vs. HTTP, HTTPS, FTP, VoIP, RSS, SEO (search
Practice 75 Mins
resource locater (URL), and describe their dynamic sites (ability to store data, engine optimisation), Rich Internet
/Activity
purpose interactivity, media, advantages, applications, Security services)
Review time
4.2.3 Differentiate between a web page and disadvantages), Location based services 4.2.2. Differentiate between Internet, Intranet,
website sites, Internet sites accessibility to mobile Extranet, and discuss their use and service
4.2.4 Explain the purpose of a browser, search devices) provisions to an organisation
engine and other online tools and networks 4.2.3 Describe the term e-commerce 4.2.3 Discuss the use and purpose of other
4.2.5 Discuss examples of different types of 4.2.4 Explain the advantages of e-commerce internet services, presented on different
websites, their purpose and what they offer platforms (including mobile) (Range: e-mail,
to their users. (Range: Portal, news, Mailing lists, Chat rooms/tools and services
informational, business, weblog (blog), wiki, e.g. (Facebook, Twitter, blogs, Skype), FTP,
online social network, educational, newsgroups and RSS feeds)

34 | P a g e
 entertainment, advocacy, web application, Suggested 30 Mins
content aggregator, personal web page) Lesson time Suggested 60 Mins
4.2.6 Disuses how the www changes or impacts on Lesson time
people’s lives
Practice 15 Mins
/Activity Practice 30 Mins
Review time /Activity
Suggested 60 Mins
Review time
Lesson time

4.3 Obtaining information and using the www

Practice 15 Mins
Content: 4.3 Obtaining information and using the www
/Activity
• Searching Content:
Review time
• Web browsers • Searching
• Web browsers
4.3 Obtaining information and using the www Learning Outcomes:
Content: Candidates should be able to: Learning Outcomes:
• Searching 4.3.1 Differentiate between different sources of Candidates should be able to:
• Web browsers information available from the internet 4.3.1 Differentiate between different sources of
4.3.2 Write and execute advanced search engine information available from the internet
Learning Outcomes: queries 4.3.2 Write and execute advanced search engine
Candidates should be able to: queries
4.3.1 Differentiate between browsing and
searching Suggested 20 Mins
4.3.2 List examples of different web browsers Lesson time Suggested 20 Mins
4.3.3. Define the term search engine Lesson time
4.3.4 Describe the functioning of a search engine
(overview) Practice 15 Mins
4.3.5 Perform a search using a search engine /Activity Practice 15 Mins
(Range: writing search criteria, evaluating Review time /Activity
the results) Review time
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)

Suggested 60 Mins
Lesson time

Practice 30 Mins
/Activity
Review time

35 | P a g e
Topic 5 5.1 ICT impacts society at large 5.1 Legal issues relating to the use of ICT 5.1 Modern developments and trends 5.1 Risks and security related issues with regard
Content: Content: Content: to the use of ICT
• Use of ICT • ICT legal issues • Emerging ICT technologies Content:
• ICT and society • Cybercrime • ICT and human advancement • Cyber threats
• ICT risks
Learning Outcomes: Learning Outcomes: Learning Outcomes: • Networking
Candidates should be able to: Candidates should be able to: Candidates should be able to: • Safeguards
5.1.1 Identify areas where ICTs influence one's life 5.1.1 Describe the concepts software piracy, 5.1.1 Identity emerging technologies and their
and lifestyles licensing and intellectual property possible impact on society Learning Outcomes:
5.1.2 Explain how ICT enhances daily living at 5.1.2 Describe the concept of the user’s ability and 5.1.2 Explain how emerging technologies could Candidates should be able to:
home responsibility to be able to recognise and impact future developments of other 5.1.1 Define the terms: risk, threat and security
5.1.3. Describe how ICT enhances and affects acknowledge the ownership of electronic technologies with regard to ICT technologies
society. (Range: office practices and material (posts and e-mails and other digital 5.1.3 Describe the influence of computer and 5.1.2 Explain the terms risk, threats and security
education, healthcare, and government, content) mobile technologies on society due to issues by providing examples
engineering, communication in the digital 5.1.3 Explain the concept of Information accuracy globalising trends. (Range: Online services 5.1.3 Explain and differentiate between the
age, news transmission/delivery, video and discuss its importance and relation to (online banking, booking reservations, e- concepts of: Viruses, Trojans, worms,
technology, forensics.) potential legal issues learning), Video conferencing, hoaxes, spam, ransomware, phishing, e-mail
5.1.4 Explain how mobile technologies affect the 5.1.4 Discuss the concept of computer related interactive whiteboards, online banking, cell spoofing, phishing, pharming, DDoS attacks,
emerging world crimes in relation to hardware, software, phone banking, social websites (e.g. and ransomware.
5.1.5 Describe the concept of ICT related crime information, identity, bandwidth theft, theft Facebook)) 5.1.4 Explain the potential risks involved with the
(cybercrime) by referring to computer of time and services. E.g. (Internet-related 5.1.4 Discuss how the advancement of ICT affects use of e-mail and the internet. (dangers and
criminals – types and what they do/how they fraud scams, Internet attacks, Taking over the human race. E.g. (Computers providing tips to ensure safe use)
operate PCs, e.g. bots, zombies, Misuse of personal solutions to issues of national and 5.1.5 Discuss different methods and options
5.1.6 Explain how ICTs impact on the workplace information) international importance such as weather, available for protecting computerised
and employment practices (Range: Mobile elections, census) hardware and software against potential
offices, virtual office, decentralisation of Suggested 60 Mins risks and threats
labour, office automation) Lesson time Suggested 60 Mins 5.1.6 Explain the concepts of network safety and
Lesson time the related security issues with regard to
Suggested 90 Mins unauthorised access and the ethical use of
Practice 30 Mins
Lesson time networks
/Activity Practice 15 Mins
5.1.7 Discuss the concepts of computer and
Review time /Activity
human error and the effects thereof such as
Practice 20 Mins Review time
accuracy and validity with regard to data
/Activity
5.2 ICT’s and health related issues input and the subsequent results produced.
Review time
Content: 5.2 ICT and the impact on the economy Range: Data types used, e.g. database,
• Use of ICT’s and personal health Content: Verification and validation of data, e.g.
5.2 Impact of the use of ICT on the environment • Cybercrimes database, Software bugs, hardware failure
Content: Learning Outcomes:
• ICT and the environment Candidates should be able to: Learning Outcomes: Suggested 60 Mins
• Green computing 5.2.1 Explain how the use of ICT’s impacts the Candidates should be able to: Lesson time
health of the individual user as well as that 5.2.1 Define the term cybercrime
Learning Outcomes: of the broader community 5.2.2 Differentiate between different computer
5.2.2 List areas where ICT could positively and criminals. (Range: Hackers, crackers, cyber Practice 30 Mins
Candidates should be able to:
negatively impact a user’s health gangs, virus authors) /Activity
5.2.1 Define the term green computing
5.2.3 Discuss some precautionary measures which 5.2.3 Discuss different types of cybercrimes Review time
5.2.2 Define the term e-waste
5.2.3 Discuss how the use of ICT’s impacts the could be applied to limit the potential 5.2.4 Discuss the effect of cybercrimes
environment with regard to e-waste negative impact of ICT’s on a person’s health 5.2.5 Discuss computer-based crimes such as
management and green computing hardware, software, information, identity
5.2.4 Explain how the environmental impact of the Suggested 45 Mins theft, bandwidth theft, theft of time and
use of computers could be reduced Lesson time services

36 | P a g e
 Suggested 45 Mins Practice 15 Mins Suggested 45 Mins 5.2 Training and certification
Lesson time /Activity Lesson time Content:
Review time • ICT certification
5.2.1 Define the term ICT certification
Practice 15 Mins Practice 15 Mins
5.2.2 List examples of ICT certification
/Activity 5.3 Ergonomic issues /Activity qualifications and their impact towards
Review time Content: Review time
career development
• Ergonomics
5.2.3 Discuss the common characteristics and skills
5.3 Ethical issues relating to the use of ICT required to become a professional ICT
Learning Outcomes:
5.3 Basic concepts of Cloud computing and Content: specialist
Candidates should be able to:
Digital presence • Ethical use of networks and computers
Content:
5.3.1 Define the term ergonomics • Information privacy Suggested 30 Mins
• Cloud-based services Lesson time
5.3.2 Explain how the concept of ergonomics
• Digital citizenship impacts the design of ICT tools and hardware Learning Outcomes:
5.3.3 Discuss some important ergonomic Candidates should be able to:
Practice 15 Mins
Learning Outcomes: considerations relating to the use of ICT 5.3.1 Describe the concept of the ethical use of
/Activity
Candidates should be able to: tools computers, care of PC system and storage
Review time
devices
5.3.1 Explain the concept cloud computing: 5.3.2 Discuss the use and application of
Suggested 45 Mins
5.3.2 Demonstrate the use of Cloud computing appropriate communication etiquette
Lesson time
with: OneDrive / Dropbox / Google Drive, 5.3.3 Discuss the concept of social engineering 5.3 ICT and the impact on the economy
Google Docs / Google Sheets 5.3.4 Explain the concept of Ethical use of Content:
5.3.4 Demonstrate an understanding of a Search Practice 15 Mins networks and acceptable use policies of • Economy and ICT related issues
engine (Google) /Activity companies and institutions • ICT’s supporting the disabled
5.3.5 Demonstrate a knowledge of ICTs in Review time 5.3.5 Discuss the concept of privacy with • Cybercrimes
everyday life: reference to concepts such as spyware,
Range: adware, role of databases and respecting the Learning Outcomes:
5.4 Responsible use of computers
- Use of ICTs in real life (shopping, privacy and products of others Candidates should be able to:
Content:
banking and education) 5.3.1 Define the term economy
• Impact of computers to the environment
- Explain the features/characteristics of Suggested 45 Mins 5.3.2 List and describe some areas where ICT
online banking and shopping Lesson time impacts the economy with regard to growth
Learning Outcomes:
- Demonstrate and development
Candidates should be able to:
5.3.6 Explore the concepts of digital 5.3.3 Discuss the economic reasons for using
5.4.1 Describe the role of the user in relation to Practice 15 Mins
citizenship computers. (Range: Saving paper, labour,
the impact towards the environment /Activity
Range: communication costs, efficiency, accuracy
5.4.2 Discuss how an individual user could make a Review time
- Protect oneself when online and reliability)
difference
- Online harassment 5.3.4 Explain how ICT technologies are adapted to
5.4.3 Discuss how organisations could make a
- Stalking and bullying support people with living with disabilities
difference to limit the impact on the
- Self-image 5.4 ICT Careers with regard to support and accessibility
environment
- Netiquette Content: 5.3.5 Discuss the options available for enhancing
- Social media safety • ICT careers accessibility such as speech recognition,
Suggested 30 Mins
- Awareness of digital footprint
Lesson time • ICT skills and opportunities screen readers and magnifiers, on-screen
5.3.7 Demonstrate an understanding of the keyboards, screen, mouse and keyboard
concepts of: Learning Outcomes: settings
- Cyber crime - threats, issues and Practice 15 Mins Candidates should be able to: 5.3.6 Discuss internet-related fraud scams
remedies /Activity 5.4.1 Define the term ICT related career 5.3.7 Discuss internet attacks (Range: worms,
- identity theft, Review time 5.4.2 Describe examples of ICT related careers virus, denial of service, back doors,
- hacking, (Range: General business context, ransomware)
- phishing, organisational IT departments, computer 5.3.8 Explain the concept of unauthorised remote
5.3.8 Demonstrate an understanding of what hardware field, computer software field, control and administration, e.g. botnets,
copyright and plagiarism is (software, computer service and repair field, zombies
information, intellectual property). communication and network related fields, 5.3.9 Differentiate between the right to access vs.
5.3.9 Differentiate between different types of education and training fields, IT consultant right to privacy, misuse of personal
copyright. (development, design and analysis, and information
testing) 5.3.10 Discuss some safeguards against computer
crimes, threats and criminals

37 | P a g e
 5.3.10 Demonstrate an understanding of the
purpose of asking for permissions and digital Suggested 30 Mins Suggested 60 Mins
content usage rights Lesson time Lesson time
5.3.11 Reference sources.
5.3.12 Explain the purpose of regulatory bills and
their implications: Practice 15 Mins Practice 15 Mins
Range: /Activity /Activity
- The protection of Information Bill Review time Review time
- 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)

Suggested 120 Mins

Lesson time

Practice 60 Mins
/Activity
Review time

TOTALS
Suggested +/- 2445 Mins Suggested +/- 2415 Mins Suggested +/- 2330 Mins Suggested +/- 2330 Mins
Lesson time =40.75 hours Lesson time = 40.25 hours Lesson time = 38.8 hours Lesson time = 38.8 hours
CONTACT TIME

CONTACT TIME

CONTACT TIME

CONTACT TIME
Practice /Activity +/- 1255 Mins Practice /Activity +/- 1135 Mins Practice /Activity +/- 1335 Mins Practice /Activity +/- 1425 Mins
Review time +/- 21 Hours Review time +/- 22 Hours Review time = +/- 22 Hours Review time +/- 24 Hours
TIME

TIME

TIME

TIME
INSTRUCTOR
LED Self-paced +/- 10 Hours Self-paced +/- 9 Hours Self-paced +/- 11 Hours Self-paced +/- 9 Hours
CONTACT learning and learning and learning and learning and
HOURS reinforcement reinforcement reinforcement reinforcement
with lecturer with lecturer with lecturer with lecturer
support support support support
TOTAL 72 Hours TOTAL 72 Hours TOTAL 72 Hours TOTAL 72 Hours

38 | P a g e
 COMPUTER PRACTICE N4 INTRO TO N6
Excel Function Checklist

N4 Introduction N4 N5 N6
FUNCTIONS 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 FILTERS 39 | P a g e
PIVOT TABLES
SPARKLINES IN CHARTS
STATISTICAL, LOGICAL, LOOKUPS AND REFERENCE
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

40 | P a g e
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.

41 | P a g e
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/

42 | P a g e
 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.

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

43 | P a g e
Some examples
EXAMPLE 1: WORM JOURNEY

https://softmath.com/algebra-word-problems/show.php?id=16679
WORM Problem
Total New
Total Distance Slip Distance
distace before Down in the
Day travelled night (+3) (-2) 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
WORM Problem 10 9 12 2 10

Total distace Total Distance New Distance in

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

44 | P a g e
5.1
5.1.1 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)

45 | P a g e
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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

48 | P a g e
 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.

49 | P a g e
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
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