Caribbean Secondary

Education Certificate®

SYLLABUS
INFORMATION TECHNOLOGY
CXC 30/G/SYLL 17

Effective for examinations from May–June 2020

Correspondence related to the syllabus should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica

Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: [email protected]
Website: www.cxc.org

Copyright ©2017 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091

CXC 30/G/SYLL 17 www.cxc.org

Contents

RATIONALE.. .......................................................................................................................................... 1

AIMS……………………. ............................................................................................................................... 2

ORGANISATION OF THE SYLLABUS........................................................................................................ 2

SUGGESTED TIMETABLE ALLOCATION .................................................................................................. 3

FORMAT OF THE EXAMINATIONS ......................................................................................................... 3

CERTIFICATION AND DEFINITION OF PROFILE DIMENSIONS ................................................................ 4

HARDWARE AND SOFTWARE REQUIREMENTS ..................................................................................... 5

NOTES TO TEACHERS............................................................................................................................. 6

REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 7

REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 7

SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION PROCESSING ...................................... 8

SECTION 2: COMPUTER NETWORKS AND WEB TECHNOLOGIES ........................................................ 13

SECTION 3: SOCIAL AND ECONOMIC IMPACT OF INFORMATION AND

COMMUNICATIONS TECHNOLOGY (ICT) .......................................................................... 15

SECTION 4: WORD-PROCESSING AND WEB PAGE DESIGN ................................................................. 19

SECTION 5: SPREADSHEETS ................................................................................................................. 22

SECTION 6: DATABASE MANAGEMENT............................................................................................... 24

SECTION 7: PROBLEM-SOLVING AND PROGRAM DESIGN .................................................................. 26

SECTION 8: PROGRAM IMPLEMENTATION ......................................................................................... 29

GUIDELINES FOR THE CONDUCT OF THE SCHOOL-BASED ASSESSMENT ............................................ 31

RECOMMENDED TEXTS ....................................................................................................................... 43

GLOSSARY OF INFORMATION TECHNOLOGY CONCEPTS .................................................................... 44

GLOSSARY OF BEHAVIOURAL VERBS USED IN THE INFORMATION TECHNOLOGY EXAMINATIONS .. 52

CXC 08/G/SYLL 17 www.cxc.org

 NOTE TO TEACHERS AND LEARNERS

This document CXC 30/G/SYLL 17 replaces CXC 30/G/SYLL 08 issued in 2008.

Revised 2000
Revised 2008
Amended 2013
Revised 2017

Please check the website, www.cxc.org for updates on CXC®’s syllabuses.

PLEASE NOTE

Throughout the syllabus, this icon represents key features that teachers and learners
need to pay keen attention.

CXC 08/G/SYLL 17 www.cxc.org

 Information Technology Syllabus

 RATIONALE
Information Technology (IT) continues to evolve in response to the need for more efficient techniques
to manage the significantly increased volume and sophistication of the knowledge reservoir of
mankind. It merges the study of Computer Science, Information and Communications Technology (ICT)
and Office Automation. It involves the collection, processing, storage, retrieval, and dissemination of
information, and impacts both work and social activities. The evolution of the field of Information
Technology continues at a rapid pace. New technologies are constantly emerging and existing ones
become obsolete soon after they appear. The rapid advances in technology undoubtedly have a
profound effect on information technology education and, as such, Information Technology curricula
must be refreshed to remain relevant.

In a world characterized by rapid technological innovations, it is imperative that Information

Technology students are equipped with the requisite knowledge and skills that will enable them to
function effectively both as producers and consumers of technology. It is also important to prepare
students for the future by establishing foundational competencies which will enable them to be flexible
to adapt to emerging technologies and new situations. To this end, the CSEC® Information Technology
syllabus is designed to provide knowledge and skills in the essential Information Technology domains
which include: computer fundamentals, problem-solving, networks, Web Technologies, productivity
tools, computer and cybersecurity, as well as the social implications of information and
communications technology. The goal is to use learner-centred and problem-based teaching, and
assessment strategies to develop core competencies that will provide pathways to multiple post-
secondary destinations.

Information Technology is the key to development and productivity in this modern era and as such,
Information Technology education must be seen as integral to meeting the developmental needs of
our region. All citizens should have practical exposure to the applications of Information Technology
in order to narrow the gap between Caribbean and developed nations. Consequently, this programme
of study in Information Technology promotes the development of computer-related skills and
encourages the development of analytical and design skills which are applicable in all subject areas,
the work environment and the wider society. The syllabus aims to provide a blend of knowledge and
practical experience that fosters innovation, self-confidence, together with critical thinking skills that
will prepare students to meet the ICT needs of the region and beyond.

The Information Technology syllabus is based on objectives, skills and content which will cultivate the
attributes of the Ideal Caribbean Person as articulated by CARICOM. That is, a Caribbean person who
demonstrates multiple literacies, as well as independent and critical thinking, and questions the beliefs
and practices of the past and brings this to bear on the innovative application of science and technology
to problem-solving. Such a person will inevitably demonstrate a high level of self-confidence and self-
esteem, a positive work ethic, and display and nurture creative imagination in the economic and
entrepreneurial spheres and other areas of life. Also, in keeping with the UNESCO Pillars of Learning,
this course of study will contribute to the development of a person who will learn to be, learn to know,
learn to do, learn to live together, and learn to transform oneself and society.

CXC 30/G/SYLL 17 1 www.cxc.org

 AIMS
The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;

2. promote the development of computer-related skills for application to real-life situations;

3. prepare students to use information technology responsibly;

4. facilitate the development and application of problem-solving and other twenty-first century
skills;

5. provide a foundation for post-secondary education; and,

6. prepare students for suitable employment.

 ORGANISATION OF THE SYLLABUS

The syllabus is organised under eight main sections.

1. Computer Fundamentals and Information Processing:

(a) Computer Fundamentals.

(b) Information Processing Fundamentals.

2. Computer Networks and Web Technologies.

3. Social and Economic Impact of Information and Communications Technology:

(a) Implications of Misuse and Cybersecurity.

(b) Impact on Jobs and Education.

4. Word-Processing and Web Page Design:

(a) Word-Processing.

(b) Web Page Design.

5. Spreadsheets.

6. Database Management.

7. Problem-Solving and Program Design.

8. Program Implementation.

CXC 30/G/SYLL 17 2 www.cxc.org

 SUGGESTED TIMETABLE ALLOCATION
It is estimated that the syllabus can be covered in approximately 160 hours or four periods per
week during the fourth and fifth years in the secondary school. A suggested time allocation (in
hours) is shown below for each section. The laboratory hours indicated are calculated on a per
student basis.

Section Class Lab Field Total

1. Computer Fundamentals and Information Processing 30 4 34

2. Computer Networks and Web Technologies 11 - 2 13

3. Social and Economic Impact of Information and 12 - - 12

Communications Technology

4. Word-Processing and Web Page Design 5 15 - 20

5. Spreadsheets 5 10 - 15

6. Database Management 5 13 - 18

7. Problem-Solving and Program Design 20 - - 20

8. Program Implementation 15 20 - 35

Allied Subjects

Although no subjects are being specified as either prerequisites or co-requisites to Information

Technology, it is expected that students would have pursued a course in Mathematics up to Grade
9 (Form 3).

 FORMAT OF THE EXAMINATIONS

Paper 01 Sixty multiple-choice items: 35 items from Sections 1, 2 and 3; 15
(1 hour 15 minutes) items from Sections 4, 5 and 6; and 10 from Sections 7 and 8.

Paper 02 Four compulsory structured questions drawn from all areas of the
(2 hours) syllabus. Marks will be allocated as follows: 35 marks toward the
Theory profile, 30 marks toward the Productivity Tools profile
and 25 marks toward the Problem-Solving and Programming
profile. Knowledge of a specific programming language will not
be tested.

Paper 032 Alternate to the School-Based Assessment for private candidates.

Assessment for Private This paper will examine similar skills as those tested in Paper 031.
Candidates only The focus, therefore, will be on Productivity Tools and Problem-
(2 hours) Solving and Programming. This paper will be a practical paper,

CXC 30/G/SYLL 17 3 www.cxc.org

 consisting of five questions: four on Productivity Tools, worth 35
marks, and one on Problem-Solving worth 15 marks.

School-Based Assessment

Paper 031 The SBA component will comprise a practical project testing
Section 4, Word-Processing and Web Page Design; Section 5,
Spreadsheets; Section 6, Database Management; Section 7,
Problem-Solving and Program Design; and Section 8, Program
Implementation.

The Project will carry 50 marks which will account for 25 per cent
of the final grade. This 50 marks will be distributed as follows: 10
for Word-Processing; 5 for Web Page Design; 10 for
Spreadsheets; 10 for Database Management; and 15 for
Problem-Solving. The project will be marked by the teacher in
accordance with CXC® guidelines and the marks should be
submitted to CXC®. The assignment should be administered as
specified in the instructions contained in the Guidelines to the
Conduct of the SBA, on pages 31–42.

 CERTIFICATION
The subject will be examined for certification at the General Proficiency. The School-Based Assessment
component for this syllabus is aligned to selected units within the regional qualification of the
Caribbean Vocational Qualification (CVQ). Through this integration, once all requirements for issuing
the CVQ are met, every student with acceptable grades will receive a Statement of Competence to
recognize their competencies in selected units from the Level 1 Caribbean Vocational Qualification
(CVQ) in Data Operations – Level 1 (CCITI10106). The decisions to award competencies will be based
on the quality and relevance of the pieces of evidence presented for the occupational area.

In addition to an overall grade, there will be a profile report that reflects the performance of each
candidate under the following headings.

 DEFINITION OF PROFILE DIMENSIONS

Profile Dimensions

Theory The ability to apply fundamental concepts and skills to Information

Technology.

Productivity Tools The ability to apply standard features in the following areas:

(a) word processor in the preparation of documents, as well as

the candidate’s ability to use web page design applications;

(b) spreadsheet program in solving problems and presenting data;

and,

(c) database management program in storing and retrieving

data.

CXC 30/G/SYLL 17 4 www.cxc.org

 Problem-Solving and The ability to use analytical skills in the development of algorithms,
Programming expressed as flowcharts or pseudo code, that can then be implemented
as applications or computer programs.

MARK AND WEIGHT ALLOCATION FOR PROFILE DIMENSIONS

P a p e r / Profiles Theory Productivity Problem-Solving Paper % Weighting

Tools and Total Of Papers
Programming
Paper 01 35 15 10 60 30
Paper 02 35 30 25 90 45
Paper 03 - 35 15 50 25
Profile Totals 70 85 50 200
% Weighting 35 40 25 100
Profiles

 HARDWARE AND SOFTWARE REQUIREMENTS

For Schools:

1. It is the responsibility of schools presenting candidates for the examinations to ensure that
the required hardware and software are in place to achieve the syllabus objectives.

2. Candidates are advised to try out solutions to a variety of different problems on a computer
using a programming language of their choice; no particular programming language will be
assumed in this syllabus.

3. From the list provided below, teachers may select appropriate software for the Word-
Processing, Spreadsheets, Database Management, and Web Page Design components of the
syllabus.

CXC 30/G/SYLL 17 5 www.cxc.org

 RECOMMENDED SOFTWARE

Word-Processing Spreadsheets Database Management Web Page Design

1. Microsoft 1. Microsoft 1. Microsoft Access 1. Microsoft Word
Word Excel
2. OpenOffice Base 2. Free online web
2. Google 2. Google services such as
Docs Sheets www.wix.com,
www.webnode.com
3. Google 3. 3. OpenOffice or www.weebly.com
Forms Calc
3. Google Sites
4. OpenOffice
Writer

 NOTES TO TEACHERS
1. Students should be aware of the input/process/storage/output cycle as it pertains to
hardware and software components in Section 1.

2. Section 7 should be taught before Section 8. Students should learn how to develop
algorithms before they are introduced to writing code in a programming language.

3. In Section 7, the focus should be on the development of solutions in the form of algorithms
(pseudocode/flowchart). The problem-solving skills acquired in this section serve as a
foundation for programming in Section 8.

4. In Section 8, students are required to translate a suitable selection of the algorithms

developed in Section 7 into a n end-user application using one of the programming tools
recommended by the centre. Use simple problems, for example, finding the average of a set
of integers, or calculating tax payable, to illustrate how to develop simple programs.

5. In Section 8, laboratory sessions should be used to:

(a) familiarise the student with the features of the recommended translator;
(b) identify and correct syntax errors;
(c) identify and correct logic errors; and,
(d) execute program and display results.

It is recommended that students develop the algorithms on paper before converting into
source code. This allows for more efficient utilization of computer time.

6. While it is expected that students will gain skills in the use of productivity tools through
practice on specific packages, teachers should ensure that students have an appreciation of
the generic operations of each of the productivity tools so that skills are transferable to
other packages.

7. Although not a requirement of the course, it may be useful to apprise students of the
history of computers.

8. A glossary has been provided to facilitate a uniformed interpretation of the terminology

used in the syllabus. Teachers are advised to make use of this glossary and also the list
of recommended texts. However, the reading list provided is not exhaustive and additional
references should be consulted.

CXC 30/G/SYLL 17 6 www.cxc.org

 REGULATIONS FOR RESIT CANDIDATES
For CSEC® candidates, SBA scores can be carried forward only ONCE and only during the year
immediately following the first sitting. In order to assist candidates in making decisions about whether
or not to reuse a moderated SBA score, the Council will continue to indicate on the preliminary results
if a candidate’s moderated SBA score is less than 50 per cent in a particular subject. Candidates reusing
SBA scores should register as “Resit candidates” and must provide the previous candidate number
when registering. These candidates must rewrite Papers 01 and 02 of the examination for the year in
which they re-register.

Resit candidates may enter through schools, recognized educational institutions or the Local
Registrar’s Office.

 REGULATIONS FOR PRIVATE CANDIDATES

1. Private candidates must be entered for examination through the Local Registrar or approved
private institutions in their respective territories and will be required to sit Papers 01, 02, and
EITHER Paper 031 OR Paper 032.

2. Paper 032 is a practical examination designed for candidates whose work cannot be monitored
by tutors in recognized educational and approved private institutions. The Paper will be of 2
hours’ duration and will consist of five questions. Questions will test the Productivity Tools and
Problem-Solving and Programming profiles.

3. Candidates entered for the examination through private institutions and who opt to complete
the SBA project must note the following:

(a) Candidates’ work must be monitored by tutors in the institution and feedback given
before the final assessment of that component. Tutors must also monitor candidates’
project to determine the veracity of work submitted. Tutors should not accept projects
which were not monitored during development. The marks recorded in the four
components will be collated to form the final SBA mark for submission by 30 April, in
the year of the examination.

(b) Marks must be submitted to the Caribbean Examinations Council on the School-Based
Assessment forms provided online. The forms should be submitted electronically via
the SBA data capture module on the Online Registration System (ORS) on the Council’s
website. Candidates who do not fulfil the requirements for the School-Based
Assessment will be reported as “ungraded”.

(c) Candidates as well as tutors must retain a copy of the completed component as part
of their portfolio.

CXC 30/G/SYLL 17 7 www.cxc.org

 SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION
PROCESSING

GENERAL OBJECTIVES

On completion of this Section, students should:

1. develop an understanding of the fundamental hardware and software components and the
interrelationship among them;

2. develop expertise in evaluating computer systems; and,

3. develop an understanding of basic information processing principles.

SPECIFIC OBJECTIVES CONTENT

COMPUTER FUNDAMENTALS

Students should be able to:

1. explain the concept of Information Definition and scope of Information

Technology; Technology.

2. distinguish among the major types of Major types:

computer systems in terms of processing
speed, storage and portability; (a) Super Computers (for example, Cray).

(b) Mainframes (for example, IBM

zEnterprise System).

(c) Desktop systems.

(d) Mobile devices (for example, laptops,

notebooks, netbooks, smartphones,
tablets and game consoles).

(e) Embedded devices (for example,

special-purpose systems such as
controllers in microwaves, car ignition
systems, answering machines).

3. explain the functions of the major Major components: input, central processing
hardware components of a computer unit, primary memory (RAM and ROM),
system; secondary storage, output.

(a) Secondary storage devices: hard disk,

magnetic tape, flash drive, memory
card, and optical disks (CD, DVD and Blu-
Ray).

(b) Units of storage: bits, bytes, kilobytes,

megabytes, gigabytes, terabytes.

CXC 30/G/SYLL 17 8 www.cxc.org

SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION PROCESSING (cont’d)

SPECIFIC OBJECTIVES CONTENT

COMPUTER FUNDAMENTALS (cont’d)

Students should be able to:

4. explain how the major hardware Input processing output storage (IPOS) cycle.
components of a computer system
interrelate;

5. evaluate the relative merits of cloud Definition of cloud and local storage.
storage and local storage; Assessment criteria: capacity, cost,
accessibility; security issues.

6. select appropriate input/output devices Associate the following devices with suitable
to meet the needs of specified applications:
applications;
(a) Input: Optical mark reader (OMR),
character readers (OCR, MICR), mouse,
joystick, bar code reader, document
scanner, light-pen, touch terminals,
voice response unit, Touch Screens
(tablets, point of sale, ATM), keyboard,
digital camera, biometric systems,
sensors, remote control, sound capture,
pointing devices, webcam.

(b) Visual output: Monitors, Printers (laser,

inkjet, dot matrix, thermal, plotters, 3D
Printers), microfilm.

(c) Audible output: speakers, headphones,

earphones.

7. explain the role of the different types of System Software: Operating System, Utilities.
software in computer operation;
Application software: general-purpose and
special-purpose; integrated package; source:
off the shelf, custom-written, and customized.

8. discuss the relative merits of the various Hardware: touch screens, specialized
types of user interface; keyboards.

Software: command line, menu-driven,

graphical user, touch.

CXC 30/G/SYLL 17 9 www.cxc.org

SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION PROCESSING (cont’d)

SPECIFIC OBJECTIVES CONTENT

COMPUTER FUNDAMENTALS (cont’d)

Students should be able to:

9. evaluate the suitability of a given Basic knowledge of system specification

computer system for a specific purpose; needed for purposes such as: to run a video
game, web browsing, graphic design, video
editing, and desktop publishing.

Criteria:

(a) Processing speed (CPU type and speed);

(b) Memory (RAM);

(c) Secondary storage (capacity and

speed);

(d) Types of software; and,

(e) Input/Output devices.

10. troubleshoot basic computer hardware Cable problems (for example, loose cables).
problems;
Monitor problems (for example, improperly
adjusted monitor controls).

Printer problems (for example, changing

printer cartridges).

Battery problems (for example, loose or dead

battery).

INFORMATION PROCESSING FUNDAMENTALS

Students should be able to:

11. distinguish between data and Data as raw unprocessed facts; information as
information; processed data.

Sources of data and information (people,

places and things).

Document types: turnaround document,

human-readable and machine-readable
forms; hard copy, and soft copy.

CXC 30/G/SYLL 17 10 www.cxc.org

SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION PROCESSING (cont’d)

SPECIFIC OBJECTIVES CONTENT

INFORMATION PROCESSING FUNDAMENTALS

(cont’d)

Students should be able to:

12. evaluate the reliability of information Evaluation of information retrieved

obtained from online sources; electronically for authenticity, currency,
relevance, and bias.

13. differentiate between validation and Difference between validation and

verification of data; verification.

14. identify appropriate validation and Methods of validation: range check,

verification checks given a particular reasonableness checks, data type checks,
scenario; and, consistency checks, presence, format and
length.

Methods of verification: double entry and

proofreading (to identify and correct
typographical and transpositional errors).

15. select appropriate file organization for File access methods: sequential, serial, direct
particular application. and random.

Application areas: archiving, payroll file, real

time systems.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Organize students in groups to conduct a research on the major hardware components of a

computer system. They should use a “show and tell” approach to present findings.

2. Arrange visits to local Computer Technology businesses to expose students to different system
specifications needed, for example, running a video game, web browsing, graphic design,
video editing, and desktop publishing.

3. Teachers should arrange for practical sessions in a computer laboratory. After demonstrations
by the teacher and/or professional, students should be arranged in pairs to carry out activities
such as attaching a monitor, keyboard, and mouse to the computer’s system unit, fixing loose
cables, and changing printer cartridges.

4. Use a video tutorial to illustrate the various types of user interfaces. Allow students to identify
merits of using each interface.

CXC 30/G/SYLL 17 11 www.cxc.org

SECTION 1: COMPUTER FUNDAMENTALS AND INFORMATION PROCESSING (cont’d)

5. Organize students in groups and assign the task of collecting samples of the different
categories of input and output devices. They should then set up an exhibition area and be
encouraged to invite the school population to visit booths.

6. Invite local software developers/software engineers/programmers to do guest lectures in

which they explain the types of software and their role in computer operation.

7. Allow students to mount a display on the major types of computers systems, using pictures
and other relevant information.

8. Encourage students to create a scrapbook with samples of information, data, sources of data
and information, as well as different document types.

9. Arrange visits to local archives, libraries and media houses to expose the students to the work
of appropriate file organization and access.

10. Engage students in activities during a class session to write scenarios for their colleagues to
identify the appropriate data verification and validation checks that should be applied.

CXC 30/G/SYLL 17 12 www.cxc.org

 SECTION 2: COMPUTER NETWORKS AND WEB TECHNOLOGIES

GENERAL OBJECTIVES

On completion of this Section, students should develop an awareness of:

1. basic networking concepts, including mobile networks; and,

2. Internet and Web Technology concepts.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. distinguish among types of networks; Types of networks (local area network,

metropolitan area network, wide area
network, mobile network).

(a) Concept of mobile network as radio-

based common carrier.

(b) Overview of mobile networks: from 2G

to current. (Knowledge of the inner
workings of mobile systems is NOT
required)

Wireless network technologies (for example,

Bluetooth, Wi-Fi, hotspot).

Level of privacy (intranet, extranet, Internet).

2. explain the functions of the basic Basic components and functions:

components of a network;
(a) Transmission media:

(i) Wired: twisted pair, coaxial,

fibre; and,

(ii) Wireless: infrared, microwave,

satellite.

(b) Switch, router, modem.

(c) Network interface card/network

adapter.

CXC 30/G/SYLL 17 13 www.cxc.org

SECTION 2: COMPUTER NETWORKS AND WEB TECHNOLOGIES (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. assess the importance of mobile Suitability of mobile networks to various

communication technologies as a applications (for example, education,
component of modern communication commerce, and journalism).
networks; and,

4. explain the interrelationship among key World Wide Web.

Web technology concepts.
Hypertext Markup Language.

Hypertext Transfer Protocol.

Hyperlinks.

Web Server.

Web Page.

File Transfer Protocol.

Web Browser.

Uniform Resource Locator.

Upload and download.

Email.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Engage students in a debate on the importance of mobile communication technologies to our

daily lives, for example, the pros and cons of mobile technology in the fields of education,
commerce, and journalism.

2. Engage students in a matching activity where they match the functions of the basic
components of a network.

3. Engage students in role play activities where they illustrate how the different networks
operate.

4. Invite someone with expertise in computer networks and web technologies to address the
class and explain some of the concepts.

CXC 30/G/SYLL 17 14 www.cxc.org

 SECTION 3: SOCIAL AND ECONOMIC IMPACT OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY (ICT)

GENERAL OBJECTIVES

On completion of this Section, students should be able to:

1. develop an understanding of the various elements of computer security, and data misuse and
the impact on individuals and organizations;

2. maintain safe and secure computing environments; and,

3. assess the impact of technological advancements on different fields, disciplines and jobs.

SPECIFIC OBJECTIVES CONTENT

IMPLICATIONS OF MISUSE AND

CYBERSECURITY

Students should be able to:

1. outline the concepts of computer Computer security and cybersecurity as

security, cybersecurity and computer related to the assessment and minimization
misuse; of risk.

– Elements: vulnerability, threat, attack,

countermeasure.

Computer misuse by individuals and

groups/organizations.

2. assess the potential impact of computer Misuse:

systems misuse based on the main
entities impacted; (a) Cyberbullying, copyright
infringement, data theft, denial of
service attacks, transmission of
viruses and malware, identity theft,
online publication of obscene
materials, phishing attacks, software
and music piracy, financial abuses,
violation of privacy, propaganda,
electronic eavesdropping, industrial
espionage; and,

(b) Entity impacted: individual,

organization, government.

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SECTION 3: SOCIAL AND ECONOMIC IMPACT OF INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT) (cont’d)

SPECIFIC OBJECTIVES CONTENT

IMPLICATIONS OF MISUSE AND

CYBERSECURITY (cont’d)

Students should be able to:

3. describe suitable countermeasures to Physical measures: backup and recovery

mitigate effects of identified threats; procedures; hardware firewall, intrusion
detection systems, biometrics.

Software measures: effective passwords and

authentication systems, encryption of data,
firewall, biometrics, antivirus and malware
detection.

Personal Security practices.

Some practices include:

- verifying authenticity of email from

companies or individuals, assessing
website URLs for authenticity, limiting
access to open Wi-Fi networks, securing
mobile devices, protection in an online
environment (for example, social
media).

IMPACT ON JOB SKILLS AND CAREERS

Students should be able to:

4. assess the effect of automation on job Job loss vs productivity gains in skilled and
security; unskilled job categories.

5. describe the roles of various personnel Network Engineer, Computer

in computer-related professions; and, Programmer, Computer Support
Specialist, Computer Systems Analyst,
Administrators (Network, Systems and
Database), Software Developer, Web
Developer, Social Media Specialist.

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SECTION 3: SOCIAL AND ECONOMIC IMPACT OF INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT) (cont’d)

SPECIFIC OBJECTIVES CONTENT

IMPACT ON JOB SKILLS AND CAREERS

(cont’d)

Students should be able to:

6. assess the impact of information and Economic implications of ICT on Education,

communications technology on select Medicine, Business, Law Enforcement and
fields. Recreation.

For example:

(a) Impact on Education in terms of:

access to information, reach (distance
teaching), collaborative teaching and
learning, plagiarism; online tutoring.

(b) Impact on Medicine in terms of:

access to information (for both medical
personnel and patients), telemedicine,
eHealth (online access to health
services), implications for the quality of
healthcare, increase in self-diagnosis,
easy access to medical expertise in
distant location (for example,
teleradiology).

(c) Impact on Business in terms of:

E-commerce, Electronic Point of Sale
(EPOS), telecommuting Email.

(d) Impact on Law Enforcement in terms of:

E-surveillance, finger printing,
Biometrics.

(e) Impact on Recreation in terms of:

Music and gaming.

CXC 30/G/SYLL 17 17 www.cxc.org

SECTION 3: SOCIAL AND ECONOMIC IMPACT OF INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT) (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Using a screenshot of a student’s offensive comment about a teacher/peer on social media as

stimulus, engage students in a discussion on cyberbullying.

2. Allow students to observe short clips about various forms of computer systems misuse (for
example, hacking and identity theft) then engage in discussions on cybersecurity.

3. Encourage students to write a report to be placed on the school’s notice board to describe the
threats associated with each specific vulnerability discussed in class.

4. Have students classify countermeasures into appropriate categories: physical or software

related. Have students derive definitions of physical and software counter measures, based on
classifications.

5. Engage students in a poster-making competition in which they illustrate good personal security
practices.

6. Engage students in a web quest where they explore different scenarios that will culminate in
obtaining authentic and reliable online sources.

7. Engage students in a debate where they explore the implications of companies utilizing
automated kiosks to transact business. Have students discuss the effects of job loss versus
productivity gained in skilled and unskilled categories.

8. Engage students in a project where they visit/research various businesses to determine the
extent to which technology is being used in different positions.

9. Have students conduct research on cybersecurity and then present their information in a panel
discussion format. (Students should be able to pose questions to the panel members).

CXC 30/G/SYLL 17 18 www.cxc.org

 SECTION 4: WORD-PROCESSING AND WEB PAGE DESIGN

GENERAL OBJECTIVES

On completion of this Section, students should:

1. have hands-on experience in the use of Word-Processing and Web Page Design in the
development of computer-generated documents; and,

2. be able to express their aptitude and creativity in design.

SPECIFIC OBJECTIVES CONTENT

WORD-PROCESSING

Students should be able to:

1. create a document using content from Importing text (combining documents).

a range of sources;
Typewritten text, images and other objects.

2. use appropriate document formatting Formatting features: font types and sizes,
features; colour, underline, bold, italics, superscript and
subscript, tab stops, bullets and numbering,
line spacing, justification (left, right, centre,
full), highlight, uppercase, word wrap, page
size, margins, page and section breaks, page
numbers, headers, footers, footnotes and
endnotes.

3. use appropriate editing features to Drag and drop editing: perform block
structure and organize a document; operations on selected areas of text within a
document.

Use search and replace functions appropriately

to edit a document.

Use of tables, table styles, shading, borders,

row and column insertion, split cells, split
tables, text direction and cell margins, cell size.

Use of columns (one, two, three, left and right

columns, column breaks).

CXC 30/G/SYLL 17 19 www.cxc.org

SECTION 4: WORD-PROCESSING AND WEB PAGE DESIGN (cont’d)

SPECIFIC OBJECTIVES CONTENT

WORD-PROCESSING (cont’d)

Students should be able to:

4. use the review feature of a word Spell and grammar check, thesaurus, word
processor to enhance document count, language setting, comments, and track
readiness; changes.

5. appropriately use features that allow Automatic save and backup copy, edit
the protection of a document; restrictions – password protection.

6. generate table of contents for a Auto table of content.

document;

7. use mail merge feature in the Creation of primary documents and data files
preparation of a document for a in mail merge application.
variety of situations;
Field names.

8. create a fillable electronic form for Use of content controls, such as check boxes,
online use; text boxes, date picker, drop-down lists, and
command buttons.

WEB PAGE DESIGN

This section provides students with hands-on experience in the use of web design tools to create a
simple website.

Students should be able to:

9. plan a website structure and Reasons for the website.

organization of page;
The intended audience.

Number of web pages desired (no more than 3

pages).

Content of each page.

Layout of the web page.

10. create simple web pages using a Choosing an appropriate design for a page.
variety of design features;
Inserting and deleting text and graphics.
(The use of HTML coding is not
required.) Wrap text with image.

Create home page with hyperlinks.

CXC 30/G/SYLL 17 20 www.cxc.org

SECTION 4: WORD-PROCESSING AND WEB PAGE DESIGN (cont’d)

SPECIFIC OBJECTIVES CONTENT

WEB PAGE DESIGN (cont’d)

Students should be able to:

11. insert hyperlinks within different Link to another web page.

locations of a typical web page; and,
Link to a location within the web
page.

Link to an email address.

Link to user-created files.

12. evaluate a website for accuracy, user Considerations for publishing a website:
friendliness and effective display.
Verify that all the hyperlinks work correctly.

Use a test audience.

Verify that all content is up-to-date.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are

encouraged to engage students in the teaching and learning activities below.

1. Have students compare and contrast different types of word processors.

2. Encourage students to create newsletters/brochures/business cards/advertisements for Clubs

and Departments within their school.

3. Arrange for students to perform the duties of the School Secretary for the Week, for example,
students should prepare: notices for parent conferences, gate/corridor passes, and letters
seeking sponsorship for a school activity.

4. Organize students in small groups to develop and create club or school web pages using a word
processor or free online web services. Investors and/or Stakeholders should be invited to
critique as students give their presentations.

5. Demonstrate how to add the Developer tab in different productivity tools to access Visual Basic
for Applications (VBA) (for example, Microsoft Excel or Word).

6. Share examples of fillable forms where users order items online.

CXC 30/G/SYLL 17 21 www.cxc.org

 SECTION 5: SPREADSHEETS

GENERAL OBJECTIVE
On completion of this Section, students should develop expertise in the use of a spreadsheet package
in the development of computer applications.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. explain the purpose of a spreadsheet; Purpose of a spreadsheet: a spreadsheet is a

table consisting of cells (columns, row
locations) that hold accounting or financial
data and simulates the traditional
spreadsheet. It captures displays and
manipulates data.

2. use appropriate terminologies and Common features: workbook, worksheet,

notions commonly associated with column, row, cell (cell address, range, label,
spreadsheets; value), formula, function.

3. use basic pre-defined systems Including sum, average, date, max, min, count,
functions; counta, countif, vlookup, pmt, if.

4. create advanced arithmetic formulae; Formulae including addition, subtraction,

multiplication, division, and use of brackets.

5. replicate (copy) formulae into other Relative addressing, absolute addressing,

cells; naming of ranges.

Effect of move, copy, delete operations on

formulae.

6. manipulate columns and rows; Insert, delete and modify columns and rows.

7. manipulate data in a spreadsheet; Numeric Data formatting (currency,

accounting, percentage, comma, decimal
places).

Sorting data (primary field, secondary field,

ascending vs descending order).

Filtering data (multiple criteria, complex

criterion).

Pivot Table (create one and two dimensional

pivot tables, create frequency distribution from
data and create pivot chart)

CXC 30/G/SYLL 17 22 www.cxc.org

SECTION 5: SPREADSHEETS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

8. perform charting operations; and, Select appropriate chart types: Column charts,
Bar charts, line graphs, pie charts.

Labelling charts: graph titles, labels on axes,

data labels.

9. Manipulate one or more worksheets. Use of one or more worksheets to solve

problems involving some of or all of the
functions and operations listed above.

Linking of two or more worksheets to solve

problems.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Teachers should engage students in using feedback on class activities towards completing their
SBA.

2. Encourage students to complete exercises that use functions and formulas to effect a more
efficient and effective solution.

3. Demonstrate examples of locating text and data on a spreadsheet so that data is not lost if
rows or columns are inserted or deleted.

4. Encourage students to practise pasting versus moving various types of charts to a new sheet;
inserting titles and axes labels. Students should also practise pasting charts to a word-
processed document and adjusting the chart on the page.

5. Encourage students to practise entering test data for their programs to see the results and
reinforce these concepts from Sections 7 and 8.

CXC 30/G/SYLL 17 23 www.cxc.org

 SECTION 6: DATABASE MANAGEMENT

GENERAL OBJECTIVES

On completion of this Section, students should develop expertise in the design of a database
management system in the development of computer applications.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. explain the concept of a database; Definition of database:

(a) repository of information; and,

(b) collection of tables that are related to

each other.

Purpose of database.

2. use terminology commonly Database terminology: table, row (record),

associated with a database; column (field), primary key, secondary key,
candidate key, foreign key.

Data types: numeric; text; logical; date /time;

currency.

3. create a database; and, Table structure with at least three data

types and populated with at least 25 records.

Modify a table structure: adding new fields,

deleting fields, changing field definitions.

Establish primary keys.

Establish relationships: show the joins between

tables (one-to-one and one-to-many).

4. manipulate data in a database. (a) Forms:

(i) Use of form wizard only;

(ii) select suitable fields; and,
(iii) use of sub-form.

(b) Queries:

(i) more than one criterion;

(ii) use of select;
(iii) use of calculated field; and,
(iv) two or more fields involving the
use of relational and logical
operators.

CXC 30/G/SYLL 17 24 www.cxc.org

SECTION 6: DATABASE MANAGEMENT (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

(c) Reports:

(i) use of report wizard;

(ii) use of sorting, grouping, statistical
and summary features, for
example, count, sum, and average;
(iii) report generated to screen, printer
and file; and,
(iv) renaming of report title.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Highlight various paper-based databases of which students may be aware and discuss
advantages of digitizing these paper-based records. From the discussion, have students
generate definitions of a database and terminologies associated with a database.

2. Engage students in exercises where they create database tables and practise changing the
general properties of database tables.

3. Engage students in activities where they practise manipulating table-editing features such as
sorting, inserting and deleting records and fields.

4. Engage students in activities where they use given criteria to create simple queries that will
pull specific records from a table or tables.

5. Engage students in activities where they create presentable reports based on tables and/or
queries that can be distributed. Students should also practise generating additional report
details such as summary options.

CXC 30/G/SYLL 17 25 www.cxc.org

 SECTION 7: PROBLEM-SOLVING AND PROGRAM DESIGN

GENERAL OBJECTIVES

On completion of this Section, students should:

1. develop the cognitive skills to solve problems; and,

2. develop competence in applying a structured approach to solving problems on the

computer.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. outline the steps in problem-solving; Steps in problem-solving:

(a) define the problem;

(b) propose and evaluate solutions;

(c) determine the most efficient solution;

(d) develop the algorithm; and,

(e) test and validate the solution.

2. use the divide-and-conquer approach Basic treatment of the structured approach

to decompose large everyday for solving complex problems.
problems into smaller tasks;
Note: It is not necessary to give a detailed
treatment of the approach. Simple illustrations
can be provided to help students recognize that
most problems involve multiple tasks and that
they should understand how to approach such
problems in a structured manner.

3. define a problem by decomposing it The components are: input; process; and

into its significant components; output. A defining diagram (IPO Chart) may be
used to delineate the components.

4. distinguish between variables and Variables as an area of storage whose value

constants; can change during processing; the value of a
constant never changes.

Data types: integers, floating point (real),

characters, Boolean, string.

CXC 30/G/SYLL 17 26 www.cxc.org

SECTION 7: PROBLEM-SOLVING AND PROGRAM DESIGN (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

5. explain the concept of algorithms; Definition of algorithms.

Characteristics: finite number of steps,

precise, unambiguous, flow of control from
one process to another, terminate.

6. represent algorithms in the form of Use of flowchart symbols: input/output,

flowchart and pseudocode; and, process, decision, directional arrows,
start/stop.

Pseudocode – Use of read, input, store,

write, print, output, display, conditional
branching (if-then, if-then-else, nested
conditions); loops (for, while, repeat).

Use of relational operators: <, >, =, <=, >

=,< >.
Logical operators: AND, OR, NOT; use of
truth tables.

Arithmetic operators: +‚ –‚ *, /, MOD, DIV.

7. test algorithms for correctness. Desk checks/dry run: construction and use of
trace tables to verify results. Trace tables
consist of variable names (identifiers) as
column headings and values in the cells, one
row for each pass.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Provide students with simple everyday scenarios which would allow them to practise the steps
in problem-solving and logical thinking. Examples of scenarios include giving directions to a
particular location; or determining which mode of transportation (for example, airplane,
bicycle, vehicle, walking) is best suited for travelling to a specific location based on weather
conditions; or determining which of three groups of CSEC® subjects (for example, languages,
sciences, arts) should be chosen given that a favourite subject is included in two of the groups.

CXC 30/G/SYLL 17 27 www.cxc.org

SECTION 7: PROBLEM-SOLVING AND PROGRAM DESIGN (cont’d)

2. Illustrate using everyday problems, such as finding the exit within a hotel or preparing a three-
course meal.

(a) divide the problem into a number of sub-problems;

(b) solve the sub-problems individually; and,

(c) combine the solutions to the sub-problems to generate the solution for the original
problem.

3. Present simple scenarios to help students appreciate the difference between variables and
constants by using everyday values such as the percentage of road tax, amount of school fees,
cost of bus tickets, cost of today’s lunch, or time taken to walk from one class to another.

4. Present students with visuals to encourage them to identify flowchart symbols (for example,
rectangular symbol to represent a process). Teachers can also use exercises to match
pseudocode statements with select symbols (for example, start of algorithm (start/stop
symbol), input (read/write symbol), and a condition (decision symbol).

5. Engage students in an activity to help them identify relational, logical and arithmetic operators
and how a decision is transformed into a flowchart symbol or a pseudocode statement using
suitable operators.

6. Encourage students to practise drawing flowcharts and producing accompanying pseudocode.

They should then use pseudocode to draw the flowchart as practice towards their SBA
assignment.

CXC 30/G/SYLL 17 28 www.cxc.org

 SECTION 8: PROGRAM IMPLEMENTATION

GENERAL OBJECTIVES

On completion of this Section, students should:

1. know how to translate an algorithm into a high-level program; and,

2. understand how to employ techniques to successfully execute a program.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. distinguish between low-level and high- Low-level language (Machine or Assembly).

level programming languages;
High-level language (For example, Visual
Basic, Pascal, C).

2. describe the sequence of steps in Steps in implementing a program:

implementing a program;
(a) create source code;

(b) translate and/or link (on some systems

this step is transparent to users);

(c) execute/run program; and,

(d) maintain program.

3. perform checks and tests on programs Errors: syntax, logic, runtime.

to verify correctness;
Testing (test data).

Debugging techniques.

4. declare variables and constants using Data types: integer, real/double/float,

elementary data types; character, string and Boolean/logical.

5. translate algorithmic statements into Assignment statements; input/output

high-level language syntax; and, operations using standard input/output
(reading data entered via keyboard,
displaying data on monitor).

Syntax for arithmetic, logic and relational

operators.

Syntax for conditional branching (for

example, if-then, if-then-else, nested if-then-
else or case).

Syntax for Iteration (Loops): for, while,

repeat.

CXC 30/G/SYLL 17 29 www.cxc.org

SECTION 8: PROGRAM IMPLEMENTATION (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

6. effectively document programs. Importance of documentation.

Features of internal documentation (use of

mnemonic, variable names, use of
comments, indentation, effective use of
white space).

Features of external documentation (user

manual).

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are encouraged
to engage students in the teaching and learning activities below.

1. Provide students with various examples of codes that represent high-level and low-level
programming languages.

2. Use programming examples to demonstrate to students the effect of not declaring variables,
constants, or arrays, and the advantage of initializing them to avoid processing erroneous
data.

3. Provide opportunities for students to practise identifying test data for sample programs to
understand the use of appropriate data (for example, negative, positive, or decimal values,
text) for declared variables and the types of errors produced as a result of incorrect input.

4. Encourage students to use the selected programming language to practise writing code for
simple applications based on flowcharts and pseudocode as practice towards their SBA
assignment.

5. Engage students in activities where programming language code of declarations, input/output

and assignment statements, conditional branching and loops are used to produce working
programs.

CXC 30/G/SYLL 17 30 www.cxc.org

 GUIDELINES FOR THE CONDUCT OF THE SCHOOL-BASED
ASSESSMENT
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring and using certain knowledge, skills and attitudes
that are associated with the subject. The activities for the SBA are linked to the syllabus and are part
of the learning activities to enable the student to achieve the objectives of the syllabus. Students are
encouraged to work in groups.

School-Based Assessment provides an opportunity to individualize a part of the curriculum to meet

the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build their self-confidence as students proceed with their studies. School-Based Assessment
also facilitates the development of the critical skills and abilities that are emphasized by this CSEC®
subject and enhances the validity of the examination on which the candidate’s performance is
reported. SBA, therefore, makes a significant and unique contribution to both the development of
relevant skills and the testing and rewarding of students for the acquisitions of those skills.

During the course of study for the subject, students shall obtain marks for the competence they
develop and demonstrate in undertaking their SBA assignments. These marks contribute to the final
marks and grades that are awarded to students for their performance in the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in designing assignments that are valid for the purpose of SBA. These guidelines are
intended also to assist teachers in awarding marks that are reliable estimates of the achievement of
students in the School-Based Assessment component of the course. In order to ensure that the scores
awarded by teachers are in line with the CXC® standards, the Council undertakes the moderation of a
sample of the School-Based Assessment assignments.

The Caribbean Examinations Council seeks to ensure that the SBA scores are valid and reliable
estimates of accomplishment. Candidates are provided with the guidelines below in order to
successfully complete the SBA.

The School-Based Assessment seeks to provide students with the opportunity to demonstrate their
problem- solving and programming skills as well as their ability to use productivity tools effectively
in:

1. entering, manipulating and presenting text data;

2. simulating a worksheet;
3. entering data, performing simple analysis on data and presenting data using a database
management tool; and,
4. applying programming language code to automate a segment of the project.

ASSIGNMENT
The School-Based Assessment consists of one practical project consisting of five related components,
prepared and marked by the teacher in accordance with CXC® guidelines.

The components will test Problem- Solving and Programming as well as the application of processes
involved in the use of Database Management, Spreadsheets and Word-Processing and Web Page
Design. The five components will therefore cover the Specific Objectives in Sections 4, 5, 6, 7 and
8.

CXC 30/G/SYLL 17 31 www.cxc.org

Types of Projects

Teachers should develop assignments that expose the students to realistic applications which
involve, but are not limited to the following areas:

(a) business (for example, storing and managing employee, customer and sales records,
marketing);

(b) banking (for example, creation of different types of accounts, loans, interest, payments
on loans, fixed deposits, investments);

(c) education (for example, enrollment in schools, academic record- keeping);

(d) entertainment (for example, analysis of data on distribution and sales of movies, music,
electronic games);

(e) environment (for example, records of storms and hurricanes over specific periods and
in named territories, calculation of cost of damage to infrastructure, housing, livestock,
farms);

(f) law enforcement (collection and management of crime statistics collection and analysis
of data on offenders, cost of maintaining prison populations);

(g) medicine (for example, managing patient records collection and analysis of data on diseases
over a period of time and in various locations);

(h) monitoring ( for example, analysis of data on accidents at intersections, counting and
categorising visitor arrivals in Caribbean territories); and,

(i) sports (for example, collection and processing of data on athletes’ sport meetings).

Word-Processing

This assignment should consist of the formatting, importing and/or documentation of information.
The assignment must be chosen from TWO of the following:

(a) a document containing a table of contents and/or prepared for mass mailing;

(b) use of templates (such as memos, reports, faxes, simple brochures, flyers) or newspaper
articles; and,

(c) a fillable form using the Developer. It should comprise no more than four controls (for example,
text box, drop-down list, check box or date picker). The controls can be used more than once
when designing the form. Manipulation of the controls should be limited to renaming labels
and prompts (tags), and adding drop-down list properties.

CXC 30/G/SYLL 17 32 www.cxc.org

Web Page Design

This assignment should be limited to one web page that is designed using a word processor or a free
online web service. Students can insert screenshots or create the design of the web page at the end of
the word-processed document. Alternatively, they can use the last page in their word-processed
document to paste the link to the online web page. Only the candidate number placed near the top of
the page should be used as a form of identification for the web page.

The web page should contain at minimum:

(a) a logo depicting the concept of the project;

(b) defined areas on the page for navigational links and content; and,

(c) at minimum two hyperlinks of the following:

 link to a location within the web page;

 link to an email address;

 link to another web page (which may or may not exist); and,

 link to user-created files.

Spreadsheet

This assignment should be saved as one workbook (comprising two or more worksheets). The tasks
should be limited to:

(a) a maximum of TWO major tasks (for example, create the spreadsheet; modify the spreadsheet)
consisting of no more than THREE requirements (for example, sorting of data and use of
functions and formulas on data); and,

(b) the creation of no more than TWO types of charts.

Database Management

This assignment should be saved as one database file. The tasks should be limited to no more than:

(a) THREE tables or files.

(b) TWO queries (using criteria from one table, and more than one table).

(c) ONE calculation within queries.

(d) ONE form, showing a main and sub-form (for example, to search for a record, or to move to
the next or previous record).

(e) ONE report, with grouping and sorting involving TWO or THREE tables.

CXC 30/G/SYLL 17 33 www.cxc.org

Problem-Solving and Programming

This assignment should use programming language selected by the centre. Examples include but are
not limited to:

(a) prompting for data entry with appropriate validation with suitable messages output to the
user; and,

(b) input of data to variables and required calculations.

The code should be limited to:

(a) Input of values or sets of text.

(b) Output of results or messages.

(c) Conditional branching (if-then; if-then-else, or case).

(d) Iterations/Looping (for, repeat, or while).

The problem-solving section must be submitted as a PDF document.

Requirements Guidelines

Cover sheet The information supplied here is essential since it is used

to associate the submission with a particular candidate.

Problem definition Students should provide the statement of the problem, that
part of the problem that was chosen for coding in the
spreadsheet.

Algorithm Students are expected to include flowcharts or pseudocode

for the segment of code that will be written.

Source code A copy of the programming language code.

Trace Table using test data Students are required to supply the test data that produced
the output. This information would be necessary to
determine whether the tasks have been performed correctly.

Program execution Students are required to submit screenshots of working

program showing data entry and results produced.

ROLE OF THE TEACHER

The role of teacher is to:

(a) Assign the project for the School-Based Assessment.

(b) Provide guidance throughout the life of the projects. The teacher should work with candidates
to develop a project management chart with definite timelines for achieving clearly
identified objectives, from project inception to project completion.

CXC 30/G/SYLL 17 34 www.cxc.org

(c) Guide students through the SBA by helping to clarify the problem or by discussing
possible approaches to solving the problem. Teachers, while giving guidance, should guard
against providing a complete solution to the problem for the candidate or prescribing a specific
format that should be followed.

(d) Assess student’s skills in problem- solving and algorithm development using flowcharts or
pseudocode, coding an algorithm using the selected programming language and the
effective use of productivity tools to perform prescribed activities. The development of
the project is a continuous exercise that occurs during scheduled class hours as well as
outside class times. At a time to be determined by the teacher the relevant component
will be assessed and the marks recorded. C opies of the completed documents should be
kept by both the teacher and students. The teacher should use the mark scheme provided
by CXC® and include any comments pertinent to the conduct of the assessment.

(e) Guide students through the SBA by helping to clarify the problem or by discussing
possible formats.

(f) Ensure that students are allowed sufficient access to equipment to allow successful
completion of their projects.

SCOPE AND SIZE

The project should be the size and complexity for candidates to satisfactorily complete during
the second year of the two-year course.

The WP and WBD, SS and DB sections of the project should each have approximately the same
number of tasks and degree of complexity such that each project requires the same amount of
preparation. The project should encompass some advanced processes in Sections 4, 5 and 6. Problem-
Solving and Program Implementation should be based on the project and not attempted in
isolation. It must, therefore, be an actual implementation of a simple aspect of the project.

Teachers are encouraged to design their School-Based Assessment at the commencement of the
academic year. This would allow for the completion of sections of the project as topics are addressed.
It is suggested that the Problem-Solving component be attempted when the teacher has completed
Section 7 of the syllabus, and the Program Implementation component at the completion of Section
8.

ASSESSMENT CRITERIA

The following is the mark scheme for assessing SBA assignments. Teachers must clearly indicate the
breakdown of the marks allocated for each question on the candidates’ SBA paper.

Note to Teachers: The marks for the WP and WPD, SS and DB are to be summed and divided by 2 in
order to provide the Productivity Tools mark out of 35.

CXC 30/G/SYLL 17 35 www.cxc.org

WORD-PROCESSING – Maximum of 20 marks

Since teachers may vary the focus of their SBA from year to year, the Word-Processing component
offers some choice. To obtain the 20 marks for Word-Processing, teachers may:

 Choose TWO of the three features: tables, columns, and inserting/importing files. (2 marks
each)
 Choose TWO of the three advanced features: Mail merge, table of contents and fillable
forms. (5 marks each)

All other objectives are compulsory

Specific Key Skills Mark Maximum

Objective The effectiveness with which the candidate(s) has/have Allocation marks per
confidently used and/or manipulated: sub-section

The following are compulsory (SO3).

S4: SO3 Document Formatting features (4)
No more than FOUR features to be tested:
 Any TWO: bold, underline, italics
 Justification (centre, right, full)
 Changes in line spacing
 Superscript and/or subscript
 Changes in font or font size
 Page numbering

S4: SO3 Page Layout (2)

 Any change in margins, page orientation, paper sizes 1
or text orientation
 Correct use of header OR footer OR footnotes OR 1
endnotes

Select any two of the following (SO1 and SO2).

S4: SO1 Inserting/importing files (2)
 Graphic / chart in document 1
 Graphic/chart/table sized appropriately to fit in 1
desired location/margins

S4: SO2 Columns (2)

Correct use in entire document or selected text 2
Mostly correct in document or selected text 1

S4: SO2 Tables (2)

Correct number of rows and columns 1
Correct formatting of table (e.g. border, shading of cells, 1
colour)
Specific Key Skills Mark Maximum
Objective The effectiveness with which the candidate(s) has/have Allocation marks per
confidently used and/or manipulated: sub-section

Select any TWO of the following (SO6, SO7 or SO8).

CXC 30/G/SYLL 17 36 www.cxc.org

S4: SO6 Table of Contents (5)
 Auto-generation of table of contents 1
 In suitable location 1
 At least TWO levels of headings 1
 Suitable headings chosen (1 mark EACH) 2

S4: SO7 Mail Merge Facility (5)

Selection or creation of required merge fields in:
 Data source 1
 Primary document (final document consistent with 1
merged document)

Insertion of correct merge field in:

 Appropriate section 1
 Correct merge 2

S4: SO8 Fillable Forms (5)

Appropriate use of at least THREE of:
 Option boxes, check boxes, text boxes, date picker, 3
drop-down lists, and command buttons

Layout of form for ease of use

 Layout clear and easy to follow 2
 Some aspects of layout not clear or easy to follow 1

CXC 30/G/SYLL 17 37 www.cxc.org

WEB-BASED DESIGN (10 marks)

Specific Key Skills Mark Maximum

Objective The effectiveness with which the candidate(s) has/have Allocation marks per
used or applied sub-section
S4: SO9 Appropriate design features to create a simple web page (3)
 Inclusion of graphics and text 1
 Appropriate use of text 1
 Appropriate use of graphics 1

S4: SO9 Web page for intended audience (2)

 Layout suitable for intended audience 1
 Mostly suitable for intended audience 1

S4: SO12 Consistent Information on the page specific with (3)

requirements
 Majority of information consistent with requirements 3
 Somewhat consistent with requirements 2
 A few aspects are consistent with requirements 1

S4: SO11 Hyperlinks (2)

The presence of a link for any TWO of the following:
 link to another web page;
 link to a location within the web page;
 link to an email address; and,
 link to user-created files.

SPREADSHEET – 20 marks

Specific The effectiveness with which candidate(s) use(s) or Mark Maximum

Objective manipulate Allocation marks per
sub-section
S5: SO3 Pre-defined systems functions – 1 mark each for correct use (3)
of any THREE functions
 Correct use of any THREE different functions 3

S5: SO4 Arithmetic formulas – 1 mark each for any THREE formulas (3)
 Correct use of any THREE different formulas 3

S5: SO5 Replicate formulas into other cells (2)

 Use of absolute addressing or range names (two 2
different examples)

S5: SO6 Spreadsheet formatting (4)

 Any TWO: Decimal place, currency, comma, 2
percentage features
 Justified, left, right, centre, font or font size 1
 Advanced use such as merging cells, wrap text 1

CXC 30/G/SYLL 17 38 www.cxc.org

 Specific The effectiveness with which candidate(s) use(s) or Mark Maximum
Objective manipulate Allocation marks per
sub-section
S5: SO7 Sorting data in the spreadsheet (1)
 Data sorted in ascending/descending order as 1
required

S5: SO7 Extracting data (2)

 Simple filter in place 1
 Evidence of criteria (for example, B3<20) 1

S5:SO7 Pivot Tables (1)

 Use of pivot tables to summarise a large group of 1
data

S5: SO8 Charting operations (3)

 Ability to select required range of adjacent/non- 1
adjacent cell for use in a chart
 Appropriate chart such as bar/column chart, line 1
graph, pie chart
 Appropriate labelling of chart title, chart axes and/or 1
data labels

S5: SO9 Use of two or more sheets (1)

 Linking of cells in different sheets 1

CXC 30/G/SYLL 17 39 www.cxc.org

DATABASE MANAGEMENT – 20 marks

Specific The effectiveness with which candidate(s) use(s) or Mark Maximum

Objective manipulate features to Allocation marks per
sub-section
S6: SO3 Create a database (5)
 Appropriate fieldnames 1
 Appropriate data types 1
 Populating table 1
 Create minimum of two database tables/files 1
 Selecting a suitable primary key 1

S6: SO3 Simultaneous use of two or more tables/files (2)

 Joining between pairs of database tables/files 1
 Evidence of relationship (1:1 or 1:M) 1

S6: SO4 Create queries (5)

 Simple query (1 criteria) 1
 Complex query: >1 criteria (1) using more than 2
one table (1)
 Correct use of and result from calculated field 2
in query

Create forms (2)

 Form with sub-form created 1
 Appropriate fields for sub-form 1

S6: SO4 Sort a database table/file/Report (1)

 Evidence of sort 1

S6: SO5 Generate reports

 Selection of appropriate fields for report 1 (5)
 Statistical and/or summary features (for 1
example, count, sum, average)
 Grouping required fields 1
 Correct specific report title (2) 2
– Generic report title only (1)

CXC 30/G/SYLL 17 40 www.cxc.org

PROBLEM-SOLVING AND PROGRAMMING (15 marks)

Specific The effectiveness with which candidate(s) employed Mark Maximum

Objective techniques to create or design Allocation marks per
sub-section
S7: SO5 Flowchart or pseudocode (6)
 Start of Algorithm 1
 Identifying user-friendly variable names 1
 Initialising variables 1

Processing
 Request for data (prompt) 1
 Storing data (reading data)
 Appropriate and logical use of structures
– Selection 1
– Looping 1
S7: SO7 Trace table (4)
 Variables identified in trace table 1
 Appropriate test data 1
 Changes in values correctly demonstrated 2
– Some errors in manipulating the trace 1
table
S8: SO2 Program Execution (1)
 Working program 1

Program language features / working solution (3)

Variable initialization 1
S8: SO5 Control structures:
 Appropriate use of selection statements (if- 1
then, if-then-else, or case statement)
 Looping – (while, repeat or for) 1

S8: SO7 Documentation (1)

Program documentation (such as author, date 1
created, statement of problem, and suitable inline
comments)

CXC 30/G/SYLL 17 41 www.cxc.org

PROCEDURES FOR REPORTING AND SUBMITTING SCHOOL- BASED ASSESSMENT

(a) Teachers are required to record the mark awarded to each candidate under the
appropriate profile dimension on the mark sheet provided by CXC®. The completed mark
sheets should be submitted to CXC® no later than 30 April of the year of the examination.

Note: The school is advised to keep a copy of all projects as well as copies of the mark
sheets.

(b) Teachers will be required to submit to CXC® electronic copies of the projects of a sample of
candidates as indicated by CXC®. This sample will be re-marked by CXC® for moderation
purposes.

Note: The SBA Data Capture Module of the Online Registration System (ORS) must be used
for the submission of ALL SBA marks.

MODERATION OF SCHOOL- BASED ASSESSMENT

The candidate’s performance on the project will be moderated. The standard and range of marks
awarded by the teacher will be adjusted where appropriate. However, the rank order assigned
by the teacher will be adjusted only in special circumstances and then only after consideration
of the data provided by the sample of marked projects submitted by the teacher and re-marked by
CXC®.

EQUIPMENT

The equipment should include an IBM-compatible computer with software that is capable of
integration among word-processing, spreadsheet and database management applications. CXC® will
not be responsible for partial assignments submitted due to software i n compatibility and/or
integration problems.

CXC 30/G/SYLL 17 42 www.cxc.org

 RECOMMENDED TEXTS
Birbal, R. and Taylor, M. Log On to IT for CSEC. Essex: Pearson/Longman,
2005.

Gay, G. and Blades, R. Information Technology for CXC CSEC. Oxford:

University Press, 2005.

Holligan, J. and Doyle, S. IT FOR CSEC. Cheltenham: Nelson Thornes, 2006.

Jamrich, P. and Oja, D. New Perspectives on Computer Concepts, 10th

edition. Course Technology. Washington D.C.
Thomson Publishing, 2007.

Robertson, L. Simple Program Design – A Step by Step Approach.

Course Technology, Washington D.C., 2006

Skeete, K. CXC Information Technology. Cambridge:

University Press, 2004

WEBSITES

http://www.gcflearnfree.org/subjects/technology/

http://www.excel-easy.com/vba.html

https://support.office.com/en-us/article/Create-a-fillable-form-39a58412-107e-426b-a10b-
ac44937e3a9f

http://bigdata-madesimple.com/5-advantages-and-disadvantages-of-cloud-storage/

https://www.saylor.org/site/textbooks/Information%20Systems%20for%20Business%20and%20Bey
ond.pdf

CXC 30/G/SYLL 17 43 www.cxc.org

 GLOSSARY OF INFORMATION TECHNOLOGY CONCEPTS
WORD DEFINITION

Address The identification of a particular location in memory where a data

item or instruction is stored.

Algorithm A sequence of instructions which rigorously defines a solution

to a problem.

Assembler A program which converts ASSEMBLY LANGUAGE into MACHINE

CODE to be used by a computer.

Automation Computer control of machines and processes.

Bandwidth A characteristic of a communication channel that determines the

speed at which data can be transmitted over the channel.

Bar code A series of thick and thin black bars separated by spaces of
varying widths representing data.

Bistable device A device which can exist in two discrete stable states.

Bit An acronym for binary digit. It can have a value of 1 or 0.

Blog Short for "Web log". A blog is an online journal or diary of an

individual’s opinions and latest news. It is updated regularly, in
chronological order. Many blogs allow visitors to make comments,
or “postings” in response to the blogger, or to ask questions.

Broadband A term used to describe a technology that provides bandwidth that

is greater than that provided by ordinary telephone lines, that is,
greater than 64 kilobits per second. The greater the bandwidth, the
greater the data-carrying capacity.

Broadcast The transmission of data to all connected stations simultaneously.

Byte A group of eight bits, usually representing a single character.

CADD Acronym for computer-aided design/drafting. The use of computers

and graphics in design and drafting process.

CAM Acronym for computer-aided manufacturing. The use of computers

to control machines in the manufacturing process.

Character One of the set of symbols that may be represented in a computer.

Characters may be letters, digits, symbols.

Character codes Binary patterns used to represent characters in a computer system.

CXC 30/G/SYLL 17 44 www.cxc.org

WORD DEFINITION

Cloud Computing The use of a network of remote servers hosted on the Internet to
store, manage, and process data, rather than a local server or a
personal computer.

Cloud Storage A cloud computing model in which data is stored on remote servers
and can only be accessed via the Internet, or "cloud." It is
maintained, operated and managed by a cloud storage service
provider.

Compiler A program that translates the source program into executable

machine code, and saves the code to a file (the object program) for
later execution.

CPU Central Processing Unit

Data corruption The introduction of errors into data stored in a computer system.

Database A collection of data files that may be used by a number of

applications with storage and access to the data controlled by a set
of programs known as Database Management System (DBMS).

Database Programs and database files that allow timely and easy controlled
management access to data by a number of users.
system

Download Process whereby programs or data are transferred via

communications channels from a computer and stored on media
located at the user’s computer.

Dry-run A manual traversal of the logic of a program.

DVD Digital Video Disk or Digital Versatile Disk. A high-density compact

disk for storing large amounts of data, especially high-resolution
audio-visual material.

Electronic mail Mail or messages transmitted electronically by computers

via communication channels. It is usual for such messages to be
held in a central store for retrieval at the user’s convenience.

Ergonomics A field of study dealing with the comfort and safety of the human
body by adjusting different designs in equipment, furniture,
workstations and routines to fit the worker. (Ergonomics is used in
the workplace to help prevent repetitive injuries.)

Expert system A software package that acts as a consultant or expert to the

user. It is an “expert” in a specialised application or area and
provides assistance to the user in solving problems in that area.

Field A component of a record designed to hold a single data item of a

specified type.

CXC 30/G/SYLL 17 45 www.cxc.org

WORD DEFINITION

Flowchart A graphical representation of an algorithm, comprising various

symbols connected by arrows to show the step-by-step flow of data
through a process.

Font A family or collection of characters (letters, punctuation marks,

numbers and special characters) of a particular size and style.

Gigabyte The equivalent of approximately one billion bytes.

Hard disk A rigid disk used for storing data magnetically. Its rigid construction
allows for higher storage densities. Access times for a hard disk are
much faster than for floppy disks.

Hardware The physical components of a computer system such as the

Central Processing Unit (CPU), memory, input, output, and storage
devices.

Home page The file available for access at a website intended chiefly to greet
visitors, provide information about the site, and direct them to other
sites with related information.

HTML Hypertext Markup Language. A markup language used to structure

text and multimedia documents used extensively on the World Wide
Web.

HTTP Hypertext Transfer Protocol. A protocol used to request and transmit

files, especially Web pages and Web page components, over the
Internet or other computer network.

Information Meaningful knowledge produced from raw data files.

Information The process of retrieving specific information from data files.

retrieval

Information Information technology (IT) is the use of computers, storage,

Technology communication and other physical devices to create, process, store
and exchange all forms of electronic data.

Integrated package This package combines several applications in a suite of programs.

Most of these packages combine a word processor; spreadsheet and
database program. Data are shared easily between these integrated
programs.

Internet The Internet is the largest computer network system in the world. It
consists of many smaller networks connected together by a global
public network. The Internet is often called the information
superhighway or cyberspace.

CXC 30/G/SYLL 17 46 www.cxc.org

WORD DEFINITION

Intranet An intranet is a private network that belongs to an organization, and

is designed to be accessible only by the organization’s members,
employees, or others with authorization. When part of an intranet is
made accessible to customers, partners, suppliers, or others outside
the company, that part is called an extranet.

Interpreter A computer program which interactively translates and executes a

source program without permanently storing any executable code.

Joystick An input device that uses a lever to control movement of the cursor
or graphic images.

Justification This is the adjustment of alignment of one or more lines of text with
a particular margin, for example, alignment with the left margin, the
right margin or both. The term justification often is used to refer to
full justification of the alignment of text along both margins.

Keyboarding The process of rapidly and accurately entering data into a computer
via the keyboard as an input device.

Kilobyte One thousand and twenty-four bytes.

LAN Acronym for Local Area Network. A type of computer network

where two or more computers are directly linked within a small
area such as a room or building site. A common characteristic of
this system is that computers are linked by direct cables rather
than by telecommunication lines.

Light pen A light-sensitive input device which when it touches the screen
detects the presence or absence of light. It is used to select an entry
or indicate a position.

Magnetic disk A mylar (floppy disk) or metallic (hard disk) circular plate on which
electronic data can be stored magnetically. Suitable for direct or
random access data storage and retrieval.

Mail-merge A facility found in full-fledged word-processing programs that draws

information from a database, usually a mailing list, to print
multiple copies of a document. Each copy contains some common
text but each bearing different addresses.

Mainframe A large-scale computer with a variety of peripheral devices, a large

amount of backing store and a fast CPU. The term is often used in
comparison with a smaller or subordinate computer. It should be
noted that there is no clear dividing line between mainframes and
minicomputers.

Margins Space provided to the left, right, top and/or bottom of a page of text
or data.

CXC 30/G/SYLL 17 47 www.cxc.org

WORD DEFINITION

Menu A screen listing commands of action or alternatives to lead the user

through an interactive program.

Menu-driven A Program interface where the user is provided with a list of

Interface operations.

Merge The combination of two or more files on the basis of common field
(key field).

MICR Magnetic Ink Character Recognition.

MIDI Musical Instrument Digital Interface. A standard for representing

musical information in a digital format.

Microcomputer A computer based on a microprocessor. See definition of

microprocessor below.

Microfiche An output medium consisting of microfilm sheets. Very high density

storage can be attained using this method of storage.

Microprocessor A single chip which contains the arithmetic/logic unit (ALU) and
the control unit (CU).

Modem Acronym for modulator-demodulator. A device that converts

signals from analogue to digital and vice versa. A modem allows
computers t o exchange information through telephones lines.

Monitor A television-like device used to display data.

Mouse An input device that controls the movement of the cursor.

The cursor moves in response to the movement of the mouse on a
flat surface.

Multiprocessing The ability of a computer to execute programs on two or

more processors simultaneously. The program is distributed over
several processors.

Multitasking The concurrent execution (at the same time) of two or more related
tasks. A group of cooperating tasks is executed simultaneously to
achieve a common goal.

Narrowband A term used to describe a technology that provides bandwidth that

is less than or equal to that provided by ordinary telephone lines.
That is, 64 kilobits per second or less.

Online The term is used to describe peripheral devices under the control of
the processor.

Off-line Describes peripheral devices that operate independently and are

not under the control of the processor.

CXC 30/G/SYLL 17 48 www.cxc.org

WORD DEFINITION

Operating system A set of programs that control and supervise the resources of a
computer system. It also acts as an interface between the user and
the computer.

Peripheral Any hardware device connected to and controlled by the

central processing unit.

Plotter An output device specially designed to produce a hard copy of

graphical data.

Point of sale A device that reads data at the source of a transaction (for
terminal example. a supermarket checkout) and stores it for subsequent
transmission directly to the computer system for processing.

Primary Memory Random Access Memory and Read Only Memory.

Printer A device specially designed to produce a hard copy of computer

output.

Protocol A set of rules and procedures controlling the transmitting and

receiving of data so that different devices can communicate with
each other.

Pseudocode A language consisting of English-like statements used to

define algorithm.

Real-time A processing mode in which the passage of real-time is critical

to the application.

Record A collection of fields on data related to one entity.

Resolution A characteristic of a monitor’s screen, determined by the number of

pixels that can be displayed by it.

Software A collection of programs, procedures and routines which direct the

operations of a computer.

Software package A fully documented program or set of programs generalized

and designed to be used with little or no modification.

Sort Redistribution of data into an order on the basis of the contents of a

key item (sort-key).

Source code Program written in high level language or assembly level language.

Source document A document used for the initial recording of data relating to business
transactions. Very often source data needs to be converted into
machine-readable form for example, punched cards or paper tape,
before it can be processed by a computer.

CXC 30/G/SYLL 17 49 www.cxc.org

WORD DEFINITION

Spell-check A dictionary feature associated with a word processor which

allows the user to easily detect and correct errors in spelling. One
can add new words to the dictionary so that the latter may grow
with usage, for example, in WordPerfect, WordStar and Microsoft
Word.

Syntax A set of rules defining the structure of statements in a

programming language.

Telecommunication The process of transmitting data between devices using

transmission facilities such as telephone lines or microwave links.

TCP/IP (Transmission Control Protocol/Internet Protocol) These are a set of

rules and regulations followed by computers on the Internet to
communicate.

Telecommuting A method of working where an offsite employee uses computer and

a communication channel to communicate with the office computer.

Telemarketing The employment of telephone lines and computers to market

products and manage accounts.

Touch terminal Also called a touch screen. A device that allows data to be input by
touching a screen with the finger or other object. The surface of
the screen consists of a number of programmed touch points each
of which may trigger a different action when selected by the user.

Turnaround A document which, after being output by the computer, can be

document used to record data.

Upload Process of reading data from a user’s computer storage and sending
it to another computer via communication channels.

URL Each page on the World Wide Web has a unique address called the
Uniform Resource Locator (URL).

Validation A checking process in a program which is aimed at finding out if data

is genuine. Validation should be carried out on any data that is
entered from the keyboard, even when this is simply a Y or N
response.

Variable An area of storage whose value can change during processing.

Verification Specific checks that ensure that the data entered matches (or is
identical to) the data at the original source.

VoIP Acronym for Voice over Internet Protocol. It is a protocol which

governs the transmission of voice over the Internet. VoIP is often
used abstractly to refer to the actual transmission of voice (rather
than the protocol implementing it). VoIP is also known as IP
Telephony.

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WORD DEFINITION

Web browser A programme that allows users to view and explore information on
the World Wide Web. Examples of popular browsers are Microsoft
Internet Explorer and Mozilla Firefox.

Web page A document on the World Wide Web, consisting of an HTML

file and any related files for scripts and graphics. It is often
hyperlinked to other Web pages.

Web server A computer that delivers (serves up) Web pages. When a request is
made to access a website, the request is sent to the web server. The
server then fetches the page and sends it to your browser.

Website A set of interconnected Web pages, usually including a home page,

generally located on the same server, and prepared and maintained
as a collection of information by a person, group, or organization.

World Wide Web The World Wide Web commonly referred to as the ‘Web’, is a
(WWW) graphical easy-to-use system of inter-linked files on the Internet.
Vast amounts of information can be obtained through the use of the
www.

CXC 30/G/SYLL 17 51 www.cxc.org

 GLOSSARY OF BEHAVIOURAL VERBS USED IN THE INFORMATION
TECHNOLOGY EXAMINATIONS
Analyse Examine key factors and constituent parts critically and in detail and
suggest possible results/outcomes.

Assess Present possible explanations or reasons for the importance of a

particular structure, relationship or process and say what would be
the appropriate explanation.

Classify Place into groups according to observable characteristics, attributes,

features or qualities.

Compare/Contrast Identify and describe/examine similarities and differences between

two elements/concepts/entities of the same or different kinds.

Define Provide a brief statement giving the precise meaning of or outlining

the nature, properties or essential qualities of a term, concept, and
principle.

Describe Provide statements of the features or characteristics of an object or

process.

Differentiate/Distinguish Provide an explanation of the differences between entities which

allow them to be placed in distinct groups.

Discuss Give a careful explanation of a concept or statement by providing a

definition and explaining the arguments for or against it.

Evaluate Explain the evidence for or against a given topic or concept and come
to a conclusion.

Explain Provide detailed, logical statements which make clear what

happened, how it happened and why it happened.

Identify Point out or describe distinguishing features (without giving

explanation).

Illustrate Show clearly by using appropriate examples, diagrams or sketches.

Label Identify structures or parts with the use of pointers.

List Itemize answers concisely and in order if specified.

Manipulate To use, modify or update original data, values or items.

Name Provide accurate labels, words or statements.

CXC 30/G/SYLL 17 52 www.cxc.org

Outline Give basic steps, organize information concisely to provide main
points or features only.

Plan Provide an outline of steps to be followed or the scheme of

arrangements.

State Provide a short concise answer without explanation.

CXC 30/G/SYLL 17 53 www.cxc.org

 APPENDIX

SAMPLE SCHOOL-BASED ASSESSMENT

Description of the Project
National general elections have been a recurring feature among the democratic territories of the
Caribbean. Every year, in one territory or another, citizens exercise their right to elect a government
of their choice. However, the exercise is not without its attendant challenges of data management.
Thousands of votes are cast on the day of the elections and an anxious, waiting public demands speed,
efficiency and accuracy in the determination of results.

In preparation for the actual exercise, the Trinbarjam Elections Commission has hired you to simulate
the elections exercise as a test run, prior to the actual elections which are to take place shortly in your
country. You are required to utilize suitable word-processing, web page design, spreadsheet, database
management as well as a programming application to design and implement computer-based
solutions to the tasks involved in the simulation of the election process.

Spreadsheet
The Elections Commission has mandated that you design a spreadsheet that will accept pertinent data
on constituencies and candidates’ votes and generate information that would enable the outcome of
the elections to be divulged to the population in the shortest possible time. Four parties contest the
elections: The Democratic Action Party (DAP), the Workers National Alliance (WNA), the United
Progressive Movement (UPM), and the People’s Democratic Revolution (PDR). The spreadsheet is
design to accept data from seven constituencies.

You are required to:

Task 1

1. (a) Design a spreadsheet with the below table in sheet 1.

Constituency Percentage Voter Turnout
North 0.75
South 0.85
East 0.90
West 0.80
North West 0.75
South West 0.88
East Central 0.82

(b) Using another worksheet design a table to record the:

 Constituency
 Number of voters (The number of voters in a constituency ranges from 6,250 to
10,795.)
 Votes Cast
 Candidate’s name
 Candidate rating (The rating assigned to candidates are 15, 20, 30 and 35. These
ratings were determined by the results of a recent poll conducted in each

CXC 30/G/SYLL 17 54 www.cxc.org

 constituency by a noted pollster. Each candidate in a given constituency has a
unique rating.)
 Party name

You must enter data for each candidate in each of the seven constituencies. Use the Percentage Voter
Turnout data to determine the number of votes cast (number of voters * percentage voter turnout).

Rename the worksheet as Elections Data

Save your spreadsheet as Elections

Task 2

Duplicate the Elections Data worksheet. Rename the duplicate as Elections Data Backup.

Modify the Elections Data worksheet as follows:

1. (Insert a column before the one which displays the name of the political party. Using an
appropriate column title, determine the votes received by each candidate in a given
constituency. The candidate’s rating represents the percentage of votes received by the
candidate in a given constituency. For example, given that 6400 votes were cast and a
candidate has a rating of 20, the votes received by the candidate would be 20/100*6400.

Format the votes received by each candidate to zero decimal places.

2. Sort the data first on party (ascending order) and secondly on votes received (descending
order).

3. The Trinbarjam Elections Commission needs to determine the following:

 Whether or not a refund is due to a candidate. Use an appropriately labelled column to
state “Refund Due” or “No Refund” for each candidate. A refund is due if the candidate’s
votes received equals or exceeds 20 per cent of the votes cast in the constituency.
 A list of all candidates who should receive a refund. Extract the data to the bottom of the
worksheet.
 A table with summary data for the elections

Elections Data
Party Total Votes Received Percentage of Votes Cast

Total Votes Cast

Constituency No. of Voters Votes Cast Abstention

CXC 30/G/SYLL 17 55 www.cxc.org

Note the following:
 Format the Percentage of Votes Cast to one decimal place with the percent symbol.
 Centre the data in the worksheet.
 Merge and centre the cells in the row with the label “Elections Data”

Charting and Summary Operations

Generate a column graph that compares the votes cast and abstention data by constituency. Provide
an appropriate title, label the axes and display the data labels.

Create a pivot table showing the constituencies, the candidates’ names and the total number of votes
the candidates received.

Save your spreadsheet as Elections

Database Management
You are asked to use a suitable application to manage data on candidates nominated to contest seats
in the general elections. Three tables must be used to store the data. The table with relevant personal
data on each candidate should include: name, address, date of birth, gender, profession, constituency,
constituency number, party and votes received. The constituency data table should include: the
constituency name, constituency number and the number of voters in each constituency. An elections
data table should include: the constituency number and the percentage voter turnout for each
constituency.

The data to populate the tables must be sourced from the spreadsheet section of your project.

You should test your database by generating queries, reports and control forms:

Queries:

1. List the name, sex, age and profession of all candidates from the People’s Democratic
Revolution (PDR).

2. List the candidate name, party, number of voters and number of votes received for
candidates in constituencies with more than 6500 voters and where the candidates received
less than 1000 of the votes. Sort the data in descending order on the number of votes received
by the candidate.

3. Using a calculated field determine the total votes cast in each constituency.

Report
4. Generate a report which lists the constituency, number of voters in the constituency, name of
candidates, gender, party and number of votes received. The report should be grouped by
constituency. Within each constituency the report should be sorted in descending order by
number of votes received by each candidate. It should also give the total and average number
of votes in each constituency. The report should have a two-line title as follows:

“Official Results
Trinbarjam National Elections”

CXC 30/G/SYLL 17 56 www.cxc.org

Control Forms
5. Create a form to display information about the candidates.

Word-processing

Document 1
1. Each candidate must complete and submit a nomination form to the Trinbarjam Elections
Commission. You are required to:

(a) Design a fillable nomination form. It must allow for the entry of relevant data on the
candidate, including the constituency which he/she intends to contest.

(i) The letter head (with company Logo) of the Trinbarjam Elections Commission
should be placed at the top.

Document 2
2. The results of the national elections must be delivered to each candidate. Using a suitable
feature of your word processing application:

(a) Create a document which should be mailed to the candidates. The requirements for
the letter are:

(i) It must be design on letter sized paper and must have a 0.7” margin on the
left and right sides.
(ii) The commission’s letterhead (with company Logo) should be placed as the
header in the letter. The font in the letterhead should be appropriately
formatted for emphasis.
(iii) Candidate’s address.
(iv) Salutation.
(v) The first paragraph should congratulate and thank the candidates (insert
candidate’s name in the letter) for the manner in which he/she conducts his
or her campaign.
(vi) A summary table of results should be included with at least seven rows and
three columns, with appropriate formats.
(vii) The third paragraph inviting him/her to view the complete listing of the
results on the commission’s website and conclude the letter.
(viii) Close with your name, your position is Chief Electoral Officer.

Web Page Design

The Trinbarjam Elections Commission has requested that you design a web page to provide the public
with general information about the election. The web page should include the following:
 The commission’s logo
 Display information about the elections (for example the total votes received by each party
and the number of votes cast in each constituency).
 Links to the commission’s email address and a web page which displays past election data
results (this web page may or may not exist).

CXC 30/G/SYLL 17 57 www.cxc.org

Data used in the web page should be sourced from the spreadsheet section of the project.

Problem-Solving

1. Develop an algorithm to print the names of the candidates who should receive a refund. A
refund is due if the candidate’s votes received equals or exceeds 20 per cent of the votes cast
in the constituency. The algorithm should also determine and print the number of candidates
who received a refund. Test the algorithm with data from ten candidates. The algorithm must
accept as input the names of the candidates, votes received and the votes cast in the
constituency. The algorithm should print the name of the candidate and the words “Refund
Due” or “No Refund” and the number of candidates who received a refund. Data to test the
algorithm must be sourced from the spreadsheet section of the project.

2. Design and execute a trace table to test the algorithm developed in question (1) above. The
table should have a maximum of ten iterations.

Program Implementation

1. (a) Develop a problem statement for the algorithm developed in question (1) above.

(b) Using the programming language Pascal or VBA, write code to implement/automate
the algorithm in question (1) above.

Western Zone Office

9 August 2018

CXC 30/G/SYLL 17 58 www.cxc.org

Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091
Tel: (246) 227 1700
Email: [email protected]
CXC 30/G/SYLL 17 59 www.cxc.org
Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091