Ict - Umalusi - Web

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INFORMATION AND COMMUNICATION TECHNOLOGY
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Department Higher Education and Training

123 Francis Baard Street
Private Bag X174
Pretoria, 0001
South Africa
Tel: +27 12 312 5911
Cape Town Office

103 Plein Street,
Parliament Towers
Private Bag X9192
Cape Town, 8000
Tel: +27 021 469 5175
Fax: +27 021 461 4761
Website: www.dhet.gov.za
Design and Layout by: Mzelers Media. www.mzelers.com
ISBN: 978-1-77018-793-1
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CONTENTS PAGE
Section 1: Subject Introduction 4
Background 4
Overview 4
Aims 6
Exit-Level Outcomes 7
Weighting of the Levels and Cognitive Demand 8
Structure of Assessment 9
Physical Subject Requirements 10
Subject Content 11
Generic Subject Background 11
Practical and Theoretical Subject Content 12
Subject Topics, Sub-Topics and Weighting 13
Time Allocation (Study Hours) 14
Solution Development - Software Packages (Integrated Teaching Approach Guidelines) 17
Detailed Topic Content and Curriculum 19
Topic 1 - Systems Technologies 19
Topic 2 - Solution Development 33
Topic 3 - Network Technologies 58
Topic 4 - Internet Technologies 60
Topic 5 - Information Systems 66
Topic 6 - Social Implications 71
Appendices 78
Paper 1: One 3 - Hour Written Paper of 180 Marks 78
Paper 2: One 4 - Hour Practical Computer-Based Paper of 150 Marks 79
Access to Students With Disabilities 80
Recommendation Towards the Standardisation of Software Tools 80
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Section 1: Subject Introduction

Background
The Information and Communication Technology (ICT) subject is an additional subject of choice,
with a 30-credit weighting; and that the external examination for the ICT subject will be set and
administered by DHET or by an accredited private assessment body and certified by Umalusi
and that only the external examination mark will be considered for certification.
Overview
The subject ICT is the study of the various interrelated physical and non-physical technologies
used for the capturing of data, the processing of data into useful information and the
management, presentation and dissemination thereof. It also include the activities that deal with
the solution of problems through logical and computational thinking. It incorporates the study of
the integrated components of a computer system (hardware and software) and the practical
techniques for their efficient use and application to solve everyday problems. The solutions to
problems are designed, managed and processed via end-user applications, software
development tools (including visual programming tools) and communicated using appropriate
Information and Communication Technologies (ICTs). ICTs are the combination of networks,
hardware and software, as well as the means of communication, collaboration and engagement
that enable the processing, management and exchange of data, information and knowledge.
Digital
Proficient Citizens
Bridging the Digital Divide
Internet
Solution Network Systems Technologies Information Social
Development Technologies Technologies and Systems Implications
Applications
Human Computer Interaction
Exposure to and Appreciation of Information and Communication Technology

Software Design Principles
ICT Fundamentals
Figure 1: Main topic areas for the ICT subject.
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The Figure 1 illustrates how the main topic areas of the ICT subject support the learning process
of digitally enabled students, based on the staged approach as presented in Figure 1.
Figure 1 also highlights the predominant broad outcomes of the subject which are rooted in a
comprehension and appreciation of ICT fundamentals, and Software Design Principles. These
principles inform the fundamental topic pillars.
The subject ICT comprises content and skills derived from domains, such as Digital Literacy and
fluency, Computer Science and Information Technology.
Digital Literacy
ICT
Computer Information
Science Technology
Figure 2: Position of ICT as a subject.
The subject content includes knowledge (described as theoretical and/or factual knowledge)
and skills described as:
1) Cognitive: involving the use of logical, intuitive, creative and computational thinking;
2) Practical: involving the use of steps, procedures, principles, techniques, strategies and tools.
Figure 3 presents the cognitive complexities involved, which refer to the technological skills as
the basis, communication and information management as higher skills and programming skills
as the highest level.
Knowledge Use Creation
Figure 3: Cognitive Complexity
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Aims
In the subject ICT a student will:
• Use end-user software applications proficiently to produce solutions to problems within

a defined scenario;
• Understand the concepts of ICTs with regard to the technologies that make up a
computing system;
• Understand the various technologies, standards and protocols involved in the electronic
transmission of data via a computer-based network;
• Use the internet and the www and understand the role that the internet plays as part of
the global information super-highway;
• Find authentic and relevant information, process the information to draw conclusions,
make decisions and communicate the findings in appropriate presentation media;
• Recognise the legal, ethical, environmental, social, security and health issues related to
the use of ICTs and learn how to use ICTs responsibly;
• Use appropriate techniques and procedures to plan simple solutions and algorithms to
solve problems using suitable techniques and tools;
• Design a computer-based solution incorporating basic programming principles and
computational thinking constructs;
• Appreciate and comprehend the various systems technologies used in the developing of
a computer-based system, and
• Understand that ICT encompasses various domains and careers and provides an
appreciation for each of these.
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Exit-Level Outcomes
The exit-level outcomes for the NASCA presented below provide an indication that candidates
successfully completing the qualification. Figure 4 presents the ICT exit-level outcomes.
ICT Exit-Level Outcomes

Select and use a range of knowledge and skills to identify
1 everyday ICT problems and plan, design, develop and
evaluate appropriate solutions to these problems.
Use a range of tools and ICTs, including, where

2 appropriate, new technologies to create digital
artefacts.
Critically investigate and analyse a problem, using a wide
3 range of sources, and clearly communicate a solution in

an appropriate, structured format with supporting
evidence.
4 Critically evaluate a solution to a particular problem.
Figure 4: ICT Exit-level outcomes.
The capabilities expressed in the ICT exit-level outcomes for the qualification are presented and
achieved as part of the content for the various NASCA subjects of which this subject forms a part.
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Weighting of the Levels and Cognitive Demand

These exit-level outcomes are reflected in the following taxonomy.
Domain Level 1 Level 2 Level 3 Level 4
20% 30% 25% 25%

Knowledge / Understand Apply Analyse / Evaluate /
Remember Create
Problem-Solving
T Recall/retrieve obvious
content knowledge
Explain concepts Use concepts in familiar
contexts
Examine, see
relationships
Test / Determine /
Conclude
Combine / Solve / Make
Plan, Transfer
Basic Routine Skills, Routine Cognitive & Multi-Step Problem-Solving
Concepts & Practical Skills and Procedures
Procedures Procedures
P Remember principles / Convert from one format Combine Develop/Create
practical or programming to another, explain concepts / isolatable solution
steps/procedures bits
Data Gathering Information Building Applying
Processing Understanding Understanding /
Productive Thinking
TP Determine what is Determine relevance, Query, interpret Plan / strategise, devise,

known / have what is sort, sift, group, put together, report,
PT needed, find, collect calculate, compare conclude,
recommend / give
options
Table 1: Taxonomy and Weighting of outcomes.
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Structure of Assessment
Examinations
Paper 1: One 4-Hour Practical Paper of 180 Marks (50% of the total marks for the subject)
This will be a practically-oriented paper covering questions on the Topic of: Solution
Development.
To successfully complete this paper, each student must have access to his or her own computer
in the examination room. Provision needs to be made for a sufficient number of computers to
enable the examination to be completed in two sittings.
This paper assesses the practical skills pertaining to Solution Development. For the application
packages studied, namely word processing, spreadsheets and databases as well as for creating
simple programmes using programming code constructs. These skills will be assessed in an
integrated manner, based on real-life scenarios. Problem-solving and aspects of file management
will form part of the application questions in this paper.
The paper will be comprised of questions based on a scenario and will cover the following
content areas in an integrated manner:
• Word processing;
• Spreadsheets;
• Databases;
• Programming and algorithms;
• HTML web page design and development;
• General (the integration and application of techniques, knowledge and procedural skills
to new situations).
The student will not be required to enter large amounts of data. The required data is to be
retrieved from a data disk or imported from documents such as a text file, word processing
document, a database table or a spreadsheet.
Paper 2: One 3-Hour Written Paper of 150 Marks (50% of the total marks for the subject)
The paper will cover the theoretical aspects of all topics, including elements of Solution
Development (viz. application packages and file management). A section will also assess the
understanding of the technologies studied to make informed decisions in a real - life end - user
scenario, ranging from choices of technology to responsible use. The paper should also include a
number of design-based and problem-solving practical questions relating to applicable Topics
and LO’s.
Different types of questions are to be utilised in the paper including a Short Answer Section
(+/- 20 marks), which includes a range of short questions covering the topics such as:
• Multiple choice;
• Modified true and false; and
• Matching columns.
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The short question mark total could then be deducted from the suggested mark totals per topic
as presented in the appendices.
Physical Subject Requirements

Due to the nature of the subject, students should have access to a computer which conforms to at
least the minimum standard of the software requirements of the various packages used.
In the subject ICT, students are required to work individually on a computer during contact time
(where applicable) and need access to the Internet.
Colleges and centres of instruction should have a business plan for the subject that addresses the
following:
• Initial capital layout for setting up a computer laboratory. The layout should provide for
the following:
• Entrance-level computers (to ensure a lifespan of 3 – 4 years), networked;
• One computer per student per period (during contact time);
• Provision of a computer laboratory with a sufficient number of computers or
configured to enable the practical examination to be completed;
• Internet access (which is controlled during assessment);
• One high-speed printer per network;
• Data projector or demonstrating software;
• Software (operating system, office suite, security software – antivirus, internet);
• Budget should be set up to cater for:
• Annual running costs;
• Software licensing (operating system, application software, security software);
• Cartridges, paper, storage media;
• Breakage and maintenance (regular service plan);
• Insurance;
• Internet connectivity;
• Sustainability plan to upgrade or replace software and equipment every 3 – 4 years.
It is also highly recommended (although not compulsory) that students should (especially self-
learners) have their own PC or laptop with the same software installed as recommend within
the curriculum. Personal internet access is also strongly recommended.
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Subject Content
Generic Subject Background
The subject Information and Communication Technology presents students with the required
skills and acumen to achieve the relevant exit-level outcomes of the National Senior Certificate
for Adults, as well as the critical cross-level outcomes, as specified in the SAQA 91672
qualification document.
ICT is frequently used as an umbrella term for various interrelated technologies and concepts,
and includes terms which relate to the retrieval, processing and storage of data by electronic
devices capable of such operations. Information and Communication technologies play an
integral role in today’s competitive knowledge-driven economy. The purpose of this subject is to
introduce a student to the necessary skills and knowledge to become productive digital citizens,
and to allow sufficient knowledge and skills to gain entry into institutions of higher learning.
The layout and approach followed as part of this curriculum is presented as a phased/staggered
cognitive development approach, as depicted in the next figure.
Stage 1 Stage 2
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Figure 5: Staggered stage ICT learning approach.
Stage 1
This stage provides the platform to which students with no background relating to the use and
implementation of ICT’s are 1) introduced to the various concepts encapsulated within the ICT
domain, and 2) exposed to theory and practical concepts.
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Stage 2
This stage presents the student with basic ICT skills and knowledge to progress to become
proficient ICT workers and digital citizens with sufficient understanding of the interrelated
technologies and domains that encompassed the digital knowledge economy. This is achieved by
presenting the student with an 1) induction into the various ICT domains through 2) the
application of skills and various interrelated technologies which lead to 3) knowledge
generation to become 4) proficient digital citizens.
Each of the various subject outcomes of the different topics have been labelled with which icons
indicate the content stage level as depicted below. It is suggested that students with limited or
little background first master the Subject outcomes of the Stage 1 content before attempting the
Stage 2 content.
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Practical and Theoretical Subject Content
The subject presents topics and sub-topics of both a theoretical and practical nature. The
learning outcomes are grouped in either assessment standards which lean towards being more
practical (computer-based) in nature or more theoretical in nature.
The following icons indicate that the assessment standard and subsequent learning outcomes
are either completely theoretical (T) in nature or practical (P) in nature.
T P
Some predominantly theoretical content can have practical outcomes which may be
theoretically assessed and vice versa. The following icons indicate that the assessment
standard’s subsequent learning outcomes are predominantly practical or theoretical in nature
and a possibility exists for some assessment +/- 5% to 25% to be assessed the other way
around.
Predominantly theoretical with some practical questions or predominantly practical with some
theoretical questions.
TP PT
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Subject Topics, Sub -Topics and Weighting

The table below sets out the topics and sub-topics in the ICT curriculum.
Main Topic Area Sub-Topics Sub-Topic Weighting Resources

Weighting (Volume)
Systems • Concepts of 10% Computers

Technologies Computing Textbook
• Hardware Internet Access
• Software
• Web Browser
• Computer
Management • Search Engine
Solution • Word Processing 8% 55% Office Suite
Development • Spreadsheets 14% • Word Processor
• Spreadsheet
• Databases 12%
• Presentations
• Presentation Software 3%
• Database
• Problem-Solving and 18%
Introduction to • Introductory
Computer Programming
Programming Language
Network • Introduction to Networks and 5% Programming

Technologies Communications Environment
(Scratch)
• Use of Networks
Text-Based Editor
Internet • Internet and World Wide Web 7%
for HTML Editing
Technologies • Internet Service Technologies (Notepad++)
Information • Data and Information 6% 18% Typing Tutor
Systems Representation Security Software
• Principles of Digital 6% (Anti-virus/Internet
Logic and Systems Security)
• Principles of 3%
Information Systems
and Software
Engineering
• Theory of Computer 3%
Programming and
Programming
Languages
Social Implications • Impact on Society 5%
• Legal and Ethical and Security Issues
• Health and Ergonomic Issues
• Environmental Issues
• Careers in ICT
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Time Allocation (Study Hours)

120 Edits * 10 = 1200 Notional Hours / 4 = 300 Notional Hours per Subject:
• Contact Hours refer to class time and lecturing or practical demonstrations;
• Tutorial/Lab/Practice hours refer to tutorial classes and the time spent by the student to
reinforce and master concepts. Tutorials are to be theoretical and practical in nature and
should include exercises and step by step tutorials;
• Revision hours refer to the time spent to hone skills before the student attempts the
sampler paper.
Note: The contact hours correlate with the weighting for each topic, but tutorial and practice
hours present a suggested approximate weighted average for mastering more cognitive
demanding topics. Both Tutorial / Lab Practice hours should be lecturer-driven where required.
Main Topic Sub-Topics (Broad Weighting Contact Tutorial/Lab Revision
Area Content) Hours /Practice Hours
Hours
Instructor Instructor-
- Led Led
120 150 30
Systems • Concepts of Computing 10% 12 5 2
Technologies • Hardware
• Software
• Computer
Management
Solution • Word Processing 8% 10 14 3
Development • Spreadsheets 14% 16 30 5
• Databases 12% 16 16 4
• Presentation Software 3% 4 4 1
• Problem-Solving and 18% 24 24 6
an Introduction to
Computer
Programming
Network • Introduction to 5% 6 3 1
Technologies Networks and
Communications
• Use of networks
Internet • Internet and World 7% 8 8 1
Technologies Wide Web
• Internet Service
Technologies
• Principles of Web Page
Development
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Information • Data and Information 6% 7 13 2

Systems Representation
• Principles of Digital 6% 7 12 2
Logic and Systems
• Principles of 3% 4 3 1
Information Systems
and Software
Engineering
• Theory of Computer 3% 4 3 1
Programming and
Programming
Languages
Social • Impact on Society 5% 6 3 1
Implications • Legal and Ethical and
Security Issues
• Health and Ergonomic
Issues
• Careers in ICT
Presentation and Approach Towards the Content of the Main Topic Areas
The following table presents some important considerations relating to the presentation and
teaching approach to be followed in the construction and development of learning material, as
well as assessments, exercises and tasks. Where necessary, more detailed sub-topic and learning
outcome notes are presented as part of the outcomes in a subsequent section.
Main Topic Area Notes and Suggestions
Hardware and software should be introduced at a non-technical to

Systems Technologies low technical level, so that the student is enabled to:
• Understand the concepts that make up a computer system;
• Demonstrate knowledge and an understanding of the
functions and uses of the main hardware and software
components of a computer system;
• Select the right software for a task;
• Troubleshoot at an elementary level or select the most
appropriate hardware for a given scenario;
• Know whether to upgrade or buy new equipment;
• Be aware of new trends and developments and how to
integrate these with existing or new equipment;
• Know how technology can benefit the user in specific
contexts; and
• Understand the operations involved in the management and
optimal utilisation of a computer system.
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Content in this focus area should be taught from a basis of familiar

contexts to unfamiliar contexts (new trends and developments).
This focus area lends itself meaningfully to integrate content from
the Social Implications and Internet and Network Technologies
focus and topic areas, and should be taught in this way.
Network Technologies Internet and Network technologies should be introduced at a non-
Internet Technologies technical to low technical level, so that the student is able to:
• Understand the role that the Internet and the WWW play as
part of the global information super-highway and the
contribution towards the digital age;
• Introduce the software involved to render the Internet as a
service;
• Understand the concepts of the technologies and standards
implemented to enable electronic communication;
• Troubleshoot at an elementary level and find workable
solutions for Internet problems;
• Understand how technology can benefit specific scenarios;
and
• Be aware of new trends and developments.
Social Implications Students should be able to:
• Provide an overview and understanding on how ICTs impact
modern-day living;
• Be aware of computer related threats; and
• Use ICTs responsibly.
Much of the content of Social Implications should be dealt with and
integrated with other topics. The time scheduled for this topic may
therefore be added to that of other topics.
Information Systems Students should be able to:
• Provide an overview and understanding of how data is
represented and transmitted as part of everyday
communication;
• Understand the concepts of digital logic and systems and
present an appreciation toward the functioning of digital
devices and decision-making;
• Introduce and apply the principles of systems and software
engineering in the development of simple software solutions
to problems;
• Design, plan, develop, test and maintain simple solutions;
• Show an appreciation towards different tools and
methodologies used as part of the development of systems.
The various techniques, tools and features of the respective
application packages should be taught so as to develop a
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Solution Development computer-based solution, as an end-user, within different

scenarios and using a variety of applications effectively and
efficiently.
Application packages share common features that are reinforced

when working with the different applications.
Through teaching and practising the mechanical/technical skills

and functions of applications, for the student becomes familiar
with the tool that he/she uses. The same paradigm is to be
followed for computational thinking.
It is important that students are also taught the underlying

knowledge and understand the skills and the applications they are
working with. The subject should be taught in such a way that
students will be able to transfer skills and knowledge to new
versions of the applications, as well as to other similar
applications.
The development of solutions utilising a programming language

presents the student with the opportunity to develop a solution
from a designer perspective, in contrast to that of being an end-
user. Applications and scenarios involving programming (using the
suggested tool) should also be interrelated with the domains and
scenarios that have been solved using the various packages.
Students should appreciate the various processes involved as part
of the practice of computational thinking.
Solution Development - Software Packages (Integrated Teaching

Approach Guidelines)
Getting acquainted and mastering the various software packages which form part of the solution
development topic require a unique presentation and teaching approach.
Often concepts and learning outcomes are integrated and the same skill e.g. saving and opening a
document or changing the font is similar across packages. These skills, once mastered, are easily
applied in other packages as well.
Figure 6 highlights the notion that concepts can be taught as logical groupings. The student
should be able to see and recognise the casual relationships between the functionality provided
by the different tools. The student should also recognise that each document, whether a word
processing or spreadsheet or presentation document, has certain common traits and possible
levels of editing.
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• Text Level • Cell Level • Box Level

• Paragraph • Column/Row • Object Level
Level Level • Slide Level
• Page Level • Selection • Document
• Object Level Level Level
• Document • Object Level
Level • Worksheet
Level
• Document
Level
Figure 6: Common Levels of Editing
Each application has different levels of editing and some editing options on the same level exist
between applications. E.g., within a word processing document, basic formatting and editing
applies at text level, whereas for spreadsheets the same could be applied on cell level, and box
level for presentation software. Object level refers to objects that can be created or inserted as
part of a document e.g. clipart, diagrams, SmartArt, tables and textboxes, etc.
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Detailed Topic Content and Curriculum

Topic 1 - Systems Technologies
Sub- 1.1 Concepts of Computing

Topic
1.1.1 Introduction to the Concepts of ICTs, the Digital World and Digital
Citizenship
Content:
• Introduction to ICTs;
• The digital world and digital citizenship.
Learning Outcomes:
Candidates should be able to:
1.1.1.1 Define the term ICT;
1 1.1.1.2 Describe the term digital citizen;
1.1.1.3 Describe the various functions ICT provide for users
to live in a digital world;
T 1.1.1.4 Describe the different services, technologies and tools
available to digital citizens;
1.1.1.5 Discuss examples of typical computer usage from a
user perspective (Range: Home user, Small office user,
power user, enterprise user);
1.1.1.6 Discuss examples of computer usage and applications
as part of society (Range: Health Care, Manufacturing,
Education, Finance, Agriculture, Travel and
Government).
1.1.2 Explain What a Personal Computer is and How it is Used
Content:
• Personal computers (PCs);
• Model of a PC;
• Overview of the information processing cycle.
Learning Outcomes:
1.1.2.1 Describe the basic components of a computer and
1 their purpose;
1.1.2.2 Describe a general model of a computer in relation to
T the information processing cycle: input, processing,

output, storage, as well as communication.
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1.1.3 Describe Different Types of Computers
Content:
• Computer classification;
• Mobile computing;
• Client server concepts.
Learning Outcomes:
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1.1.3.1 List and differentiate between the different types of
computers (Range: Dedicated vs. multi-purpose devices
e.g. ATMs and electronic appliances, mobile computers
T and devices such as smart phones);
1.1.3.2 Describe multi-purpose computers in terms of
processing power, range, storage, use and price;
1.1.3.3 Differentiate between portable and non-portable
computers (Range: Super computers, mainframe
computers, desktop computers, laptops, netbooks, tablets,
smartphones and smart devices e.g. google glass, media
players);
1.1.3.4 Explain the term client-server computing;
1.1.3.5
List examples of the applications of client-server
computing in the real world.
1.1.4 Advantages and Disadvantages of the Use of ICTs
Content:
• Advantages and disadvantages of ICT technologies;
• Computers in the real world.
Learning Outcomes:
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1.1.4.1 Describe the advantages of using ICT technologies in
everyday life;
1.1.4.2 Describe the disadvantages of using ICT technologies in
T everyday life;
1.1.4.3 Discuss the reasons for using computers (Range: saving
paper, time, labour, communication costs, efficiency,
accuracy, reliability, effect on time and distance, global
communication, including social networks and web tools
such as blogs and wikis).
Sub- 1.2 Hardware
Topic
1.2.1 Hardware
Content:
• Computer components;
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• Hardware classifications.
Learning Outcomes:
1.2.1.1 Describe the term: Hardware;
1 1.2.1.2 Describe how hardware communicates (Range:
electrical signals (analogue vs binary) signals);
1.2.1.3 Classify different hardware components in relation to
T the evolution of technology (Range: Processing
hardware, storage hardware, input/output devices, and
communication devices);
1.2.1.4 List different hardware components in relation to their
uses: Input, Processing, Storage, Output and
Transmission.
1.2.2 Hardware Components of a Typical System
Content:
• Input, Processing, Storage and Output hardware;
• Systems unit and components;
• Communication ports.
Learning Outcomes:
1.2.2.1 Define the term input hardware and provide some
1 examples of each;
1.2.2.2 Describe the purpose of input hardware;
1.2.2.3 Describe the purpose of output hardware;
T 1.2.2.4 Describe the purpose of processing hardware;
1.2.2.5 Describe the purpose of storage hardware;
1.2.2.6 Define the term processing hardware and provide some
examples of each;
1.2.2.7 Define the term output hardware and provide some
examples of each;
1.2.2.8 Describe the typical components of a systems unit;
1.2.2.9 Discuss the concept: Modular design of a computer-
based system;
1.2.2.10 Describe the different types of ports available as part of
a system e.g. ports on a desktop PC and laptop.
1.2.3 Different Types of Hardware of a Common System
Content:
• System Unit;
• Motherboard;
• CPU;
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• Memory;
• Input and Output hardware.
Learning Outcomes:
1.2.3.1 Identify the components of the system unit;
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1.2.3.3
Explain the term CPU and its purpose;
Describe the term CPU and explain the impact of using
different types of CPUs;
1.2.3.4 Describe different types of CPUs with regard to use, and
power;
T 1.2.3.5 Define the term computer memory;
1.2.3.6 Discuss the primary purpose of memory;
1.2.3.7 Differentiate between different types of memory and
their purpose (Range: RAM, ROM, CMOS, cache memory
and flash memory);
1.2.3.8 Explain how data is stored in memory;
1.2.3.9 Define the purpose of the motherboard and its
components;
1.2.3.10 Describe different types of input hardware with regard
to their use and classification e.g. direct and indirect
entry;
1.2.3.11 Discuss how data is transferred between memory i.e.
between primary and secondary memory and the CPU;
1.2.3.12 Describe the Flow/transfer of data between
components (Range: USB – PnP, U3 and Point-to-point
connections);
1.2.3.13 Describe the factors to consider when choosing an input
device (Range: Ergonomic considerations and Wireless vs
cables);
1.2.3.14 Describe different types of output hardware;
1.2.3.15 Describe the purpose and use of devices such as docking
stations for mobile and laptop computers.
1.2.4 Input Hardware Described in Terms of Use Classification and Mode
of Operation
Content:
• Input peripherals;
• Data capturing.
Learning Outcomes:
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1.2.4.1 Describe how data is captured and transformed into
digital signals;
1.2.4.2 Describe the purpose of the input process;
1.2.4.3 List and describe examples of peripheral input devices
T and their uses, and differences in operation (Range:
Scanners and digital cameras, biometric input, input via
PDAs, smart phones, tablet PCs, data collection devices,
webcams, mobile scanners, microphones, barcode
readers, RFID readers, terminals (POS), ATMs, touch
screens and alternative input devices such as virtual
keyboards, optical keyboards and interactive white
boards);
1.2.4.4 Discuss the advantages and limitations of the use of
different input devices (Range: Digital cameras, web
cams, scanners, monitors: uses, advantages and
limitations, resolution and image quality and software to
use with these, such as OCR);
1.2.4.5 Discuss the use and layout of a standard keyboard;
1.2.4.6 Discuss the different types of ports and their use to
obtain input;
1.2.4.7 Discuss some input devices to aid and support
physically disabled users.
1.2.5 Output Hardware Described in Terms of Use Classification and
Mode of Operation
Content:
• Output peripherals;
• Ports.
Learning Outcomes:
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1.2.5.1 Describe how digital signals are transformed from
storage devices and the CPU to understandable output;
1.2.5.2 Describe the purpose of the output process;
1.2.5.3 Differentiate between hard copy and softcopy output
T and provide examples of each;
1.2.5.4 List and describe examples of output devices and their
use, and difference in operation (Range: Monitors, LCD,
LED, PLASMA, graphics cards, graphics processor, quality
and size of monitors, data projectors, mobile printers,
laser printers, ink-jet printers, plotters, impact vs non-
impact printers, interactive white boards and sound
output);
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1.2.5.5 Discuss the different types of ports and their use to

provide output;
1.2.5.6 Discuss some output devices to aid and support
physically disabled users;
1.2.5.7 Motivate which printer or output device is best suited
for a particular task, and why (Range: Budget, speed,
colour, cost per page, graphics capability, photo printing,
paper type and size, system compatibility, future needs,
wireless capability, mobility, fit for purpose, resolution,
economical and environmental considerations).
1.2.6 CPU – Central Processing Unit
Content:
• CPU and components, and operation;
• Use of the CPU in different computers.
Learning Outcomes:
22
1.2.6.1 Describe the purpose of the CPU;
1.2.6.2 Discuss the evolution of the CPU in relation to size and
processing power;
1.2.6.3 List examples of common types of CPUs and their
T manufacturers;
1.2.6.4 Contrast different types of CPUs by capacity, main uses
and processing power;
1.2.6.5 Discuss how different types of CPUs are used in
different types of devices, e.g. Super-Computers,
servers, desktop computers, mobile computers and
other devices such as smartphones, etc;
1.2.6.6 Discuss the main components of the CPU and their
purpose (Range: Control Unit, Arithmetic Logic Unit and
registers.);
1.2.6.7 Discuss the operations of the machine cycle;
1.2.6.8 Discuss the purpose of the system clock;
1.2.6.9 List different types of CPUs and compare available
processors with regard to price and speed;
1.2.6.10 Describe the purpose of processor cooling;
1.2.6.11 Contrast different methods and techniques for processor
cooling;
1.2.6.12 Describe the concept and the benefits of parallel
processing.
1.2.7 Components of a Typical Motherboard
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Content:
• Motherboard components;
• Expansion buses.
Learning Outcomes:
22
1.2.7.1 Identity the different major components of a
motherboard;
1.2.7.2 Describe the purpose of each of the components (Range:
T BIOS chip, CPU, RAM, ROM, slots, cards and buses);
1.2.7.3 Discuss the purpose of the expansion bus.
1.2.8 Computer Memory
Content:
• Computer memory;
• Electronic data storage.
Learning Outcomes:
22
1.2.8.1 Define the term computer memory;
1.2.8.2 Describe how data is stored electronically;
1.2.8.3 Differentiate between various types of memory with
regard to use, purpose and size (Range: RAM, ROM,
T Cache, Flash Memory and CMOS);
1.2.8.4 Describe the purpose and role of cache memory and
caching.
1.2.9 Storage Hardware
Content:
• Storage hardware;
• Technologies for storage;
• Use of storage hardware;
• Capacity of storage.
Learning Outcomes:
22
1.2.9.1 Describe the term storage hardware;
1.2.9.2 Discuss the purpose of using storage hardware (Range:
Processing, portability and backup);
1.2.9.3 Discuss the concepts: Capacity, volatility, durability,
backup, fit for purpose in relation to storage hardware;
1.2.9.4 Describe how the size of a HDD or storage device is
T presented with regard to storage capacity;
1.2.9.5 Differentiate between different types of storage
hardware and the means of storing data (Range:
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Electronic, magnetic and optical);

1.2.9.6 Discuss the characteristics of a common hard disk;
1.2.9.7 List examples of different types of hard disks and
external storage devices and differentiate between their
different uses and size;
1.2.9.8 Discuss how data is stored and retrieved from a typical
magnetic disk;
1.2.9.9 Discuss how data is stored and retrieved from a typical
optical disk;
1.2.9.10 Discuss how data is stored and retrieved on a typical
electronic media device, e.g. flash drive.
1.2.10 Recommend a System for a Particular User
Content:
• System components;
• Analysis and evaluation and motivation of different components to build a
system.
Learning Outcomes:
22
1.2.10.1 Describe the required system with regard to its
intended use;
1.2.10.2 Recommend typical hardware required to fulfil the
particular purpose of the system e.g. Small office user,
T Personal use, etc;
1.2.10.3 Motivate the selection of the components (Range: Type
of device (laptop, desktop, tablet) CPU, storage capacity,
memory size, input and output peripherals, i.e. (making
informed decisions regarding the basic components of a
system unit e.g. buying a system that will be suitable for
running particular software (system requirements) for
the processor and RAM);
1.2.10.4 Interpret specifications regarding CPU and RAM;
1.2.10.5 Interpret specifications regarding printers, and input
devices.
Sub- 1.3 Software
Topic
1.3.1 Purpose of Software
Content:
• Software as a component of a computerised system;
• Categories of software.
Learning Outcomes:
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1.3.1.1 Describe the term software;

1 1.3.1.2 Describe the purpose and function of software;
1.3.1.3 Describe the basic concepts of software (Range:
Software as programmes. Identify software components.
T Concept of a graphical user interface (GUI). Identifying
and using typical components of a GUI such as icons,
toolbars, menu usage and navigation, radio buttons,
checkboxes, dialogs, lists and combo boxes. Minimising,
restoring, resizing, moving and closing windows. Basic
accessories such as calculator, paint and snipping tool);
1.3.1.4 Contrast: System software vs application software;
1.3.1.5 Differentiate between: Shareware, Freeware, Open
Source Software and Proprietary software, Firmware;
1.3.1.6 Discuss the process of how software is obtained and
installed;
1.3.1.7 Differentiate between online software and installed
software;
1.3.1.8 Discuss the following terms in relation to software
(Range: Compatibility issues, versions, patches and
service packs, updating software).
1.3.2 Application Software
Content:
• Application software;
• Different types of applications and their use.
Learning Outcomes:
1.3.2.1 Define the term application software;
1 1.3.2.2 Discuss the purpose of application software;
1.3.2.3 Define the concept of an App in relation to a mobile or
standalone device;
T 1.3.2.4 Discuss and differentiate between different types of
application software and their purpose (Range: Business
Software – Office Suites / Productivity suites, database
software, note taking software, Accounting and Payroll
software, Graphical suites) Software for home or personal
use: - Video editors, games, finance software, educational
software and personal information management
software);
1.3.2.5 Describe the concept of web and online applications;
1.3.2.6 List examples of web applications and describe their
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use;
1.3.2.7 Discuss the concept of a programming language as an
example of an application software;
1.3.2.8 List and differentiate between different types of
programing languages (Range: Compilers, Interpreters,
and Scripting Languages);
1.3.2.9 Explain the concept of RAD and the use of Integrated
Development Environments;
1.3.2.10 Discuss examples of application software to aid
physically disabled users.
1.3.3 System Software
Content:
• System software;
• Operating system.
Learning Outcomes:
22
1.3.3.1 Define the term system software;
1.3.3.2 Discuss the purpose of system software;
1.3.3.3 Define the term operating system;
1.3.3.4 Discuss the purpose of an operating system;
1.3.3.5 List and describe different types of operating systems
and their benefits;
T 1.3.3.6 Differentiate between free operating systems and
proprietary OS’s;
1.3.3.7 Describe the main functions of an operating system
(Range: General role: Suite/group of related programmes
which manage hardware and software. Specific role:
Provides user Interface, I/O management, device
management, task management and performance
management);
1.3.3.8 Discuss the role of the operating system in terms of file,
disk, memory, and storage and process management;
1.3.3.9 Differentiate between stand-alone (single user), server
type operating systems (multiple user) and embedded
operating systems;
1.3.3.10 Differentiate between different types of operating
systems in terms of cost, size, hardware needed, and
platform;
1.3.3.11 List and describe different types of typical utility
programmes which accompany an operating system;
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1.3.3.12 Discuss the function of each of the utility programmes;

1.3.3.13 Discuss the various processing techniques (managed by
systems software) (Range: Multi-tasking, multi-threading
and multi-processing);
1.3.3.14 Discuss the purpose and use of device drivers.
1.3.4 Operating System (OS)
Content:
• OS Components and Functions.
Learning Outcomes:
22
1.3.4.1 Discuss the OS in terms of its purpose and tasks e.g.
Memory Management, Device management etc;
1.3.4.2 Differentiate between the different OS components;
T 1.3.4.3 Describe the common functionalities of an OS.
Sub- 1.4 Computer Management

Topic
1.4.1 Starting up and Shutting Down an Operating System
Content:
• Start a computer system.
Learning Outcomes:
1.4.1.1 Describe the concept of staring and operating system;
1 1.4.1.2 Start an operating system, and log on;
1.4.1.3 Discuss the concept of users and user profiles;
TP 1.4.1.4 Describe the concept of logging of, placing a computer
in sleep mode;
1.4.1.5 Describe the concept of restarting a computer using an
appropriate routine;
1.4.1.6 Log-off or shut down or restart a computer.
1.4.2 Explore and use the Operating System (OS)
Content:
• Operating System use and functions.
Learning Outcomes:
1.4.2.1 Identify and name components of the OS desktop;
1 1.4.2.2 Outline the purpose of the desktop and the task bar;
1.4.2.3 Use the start button on the taskbar to gain access to
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other functions of Windows;

PT 1.4.2.4 Identify common icons and present discuss their
meaning such as: file icons, folder icons, drive icons,
peripheral device icons, shortcuts, recycle bin,
applications;
1.4.2.5 Open different windows;
1.4.2.6 Use two programmes simultaneously in Windows and
switch between the two;
1.4.2.7 Identify the content of disks and folders in the content
panel of Windows Explorer;
1.4.2.8 Identify the file types correctly according to their
extensions;
1.4.2.9 Create folders;
1.4.2.10 Use the Help function to solve problems.
1.4.3 Exploring the File Management Operations of the Operating
System
Content:
• File management concepts;
• Using the OS.
Learning Outcomes:
1.4.3.1 Discuss the concept and purpose of File organisation;
1 1.4.3.2 Discuss the concept of naming files and folders as well
as naming conventions (Range: Meaning, Location,
Purpose and Aid searches etc);
P 1.4.3.3 Describe different types of files (Range: File extensions

(association)-common/generic extensions such as
archived/compressed, forms of text files, web pages
And
applications like word processor, spreadsheet, database
and presentations graphics, movie, sound, animation, and
T Adobe Acrobat);
1.4.3.4 Discuss concepts such as: Drive, path, filename and file
extension;
1.4.3.5 Discuss and explain the concepts of: File naming,
conventions and properties – types and size;
1.4.3.6 Interpret the representation of a list files in the
windows explorer;
1.4.3.7 Differentiate between the terms: copy, rename, delete,
restore, move, view and sort files and folders;
1.4.3.8 Perform basic file organisation operations (Range: Open
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a file, folder or a drive, Select individual files and folders

or collections of files and folders, Sort files according to
specific criteria, Create a folder or a file, Move a folder or
a file, Copy a folder or a file, Rename a folder or a file and
Restore a folder or a file);
1.4.3.9 Discuss the concept of compressing a folder or file;
1.4.3.10 List examples file compression utilities and their
associated file extensions;
1.4.3.11 Explain the difference between a compressed folder or
file and that of a non-compressed folder or file;
1.4.3.12 Display a file, or folder properties and interpret the
information provided (Range: Size, location, name and
number of files);
1.4.3.13 Discuss the concept of a hidden file;
1.4.3.14 Discuss the concept of a system file;
1.4.3.15 Change the list/view options of a folder;
1.4.3.16 Search a file using the Operating System search utility
implementing wildcards and specifying criteria such as
date modified, size etc.
1.4.4 File Storage Concepts
Content:
• File storage;
• File organisation;
• Storage options.
Learning Outcomes:
22
1.4.4.1 Describe the concept of file and folder and storage
medium size, storage capacity with regard to file size
measurements (Range: Bit, Byte, Kilobyte, Megabyte,
Terabyte and Petabyte);
T 1.4.4.2 Discuss the concept of available storage and used
storage;
1.4.4.3 Describe how files are stored and accessed on a
storage medium (Range: Magnetic (tape and disk)
Optical and Digital);
1.4.4.4 Explain how files are stored on a RAID (Redundant
Array of Inexpensive Disks) system;
1.4.4.5 Introduction to file organisation, discuss concepts
such as drives, folders and files;
1.4.4.6 Describe the concept and process of using File
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Allocation tables and indexed file locations;

1.4.4.7 Define the term Cloud storage;
1.4.4.8 Describe the use of the Cloud as a storage option;
1.4.4.9 List examples of Cloud services providing storage
functionality;
1.4.4.10 List and describe common operations provided by
Cloud services to manage stored data.
1.4.5 Explore the Maintenance Utilities of the Operating System
Content:
• Systems Maintenance operations.
Learning Outcomes:
22
1.4.5.1 Describe the concepts relating to the maintenance and
management tasks of the operating system. (Range:
Management of desktop, Management of files and
folders, General housekeeping tasks: Defragmentation,
Scheduling/updating, Archive, backup,
TP Compress/decompress files. Security features - firewall,
anti-virus, control of spyware, adware);
1.4.5.2 Describe the concept and purpose of
Installing/uninstalling software (custom and full
installation, product keys, activation codes);
1.4.5.3 Perform the operations relating the maintenance and
management tasks of the operating system: General
housekeeping tasks: Defragmentation, Scheduling /
updating, Archive, backup, Compress/decompress
files. Security features – activate and deactivate a
firewall, anti-virus;
1.4.5.4 Uninstall and install software packages.
1.4.6 Generalise Computer Management Issues Regarding Safeguarding
Against Threats
Content:
• Threats to a computer system;
• Safeguards and measures;
• Viruses.
Learning Outcomes:
22
1.4.6.1 Describe the concepts safety and security messages to
safeguard a system;
1.4.6.2 Discuss the concepts: Human error (GIGO, accidents);
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1.4.6.3 Describe different threats to a computer system with

T regard to: Physical access, Theft, Hardware failures,
Power failure and acts of God;
1.4.6.4 Discuss the risks associated to computers as part of a
network;
1.4.6.5 Define the term computer virus;
1.4.6.6 Differentiate between different types of viruses and
threats (Range: Malware, Spyware, Virus, worm, Trojan,
rootkit, spoofing, phishing);
1.4.6.7 Describe various remedies and precaution measures
against threats (Range: Backup, UPS, passwords, rights,
firewalls, anti-virus, validation, user authentication,
upgrading and maintenance of anti-virus software and
the operating system).
Topic 2 - Solution Development

Sub- 2.1 Word Processing
Topic
2.1.1 Purpose of using Word Processing Applications
Content:
• Word processing concepts.
Learning Outcomes:
2.1.1.1 Define the term Word Processing;
1 2.1.1.2 List and describe different uses of word processing
(types of documents created) to represent information
T 2.1.1.3
to users;
Describe the benefits of using a word processor;
2.1.1.4 Describe the characteristics of a good document.
2.1.2 Starting a Word Processing application
Content:
• Performing basic operations with a Word Processing application;
• Storing and retrieving files;
• Common file and document operations.
Learning Outcomes:
2.1.2.1 Open/Start a Word processor;
1 2.1.2.2 Create a new blank document;
2.1.2.3 Create a document based on a template;
2.1.2.4 Describe the concept and purpose of templates;
P 2.1.2.5 Open an existing document;
2.1.2.6 Export/Save a document in another format (Range:
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Previous version, rtf, pdf, txt);

2.1.2.7 Switch between different documents;
2.1.2.8 Explore common features of the Ribbon Tabs, Quick
Access toolbar, and Office Button, Menus;
2.1.2.9 Change the default folder for saving documents;
2.1.2.10 Use the help function provided.
2.1.3 Keyboarding and Keyboard Proficiency in a Document
Content:
• Use of the keyboard;
• Common keys and their function.
Learning Outcomes:
2.1.3.1 Identify and use a number of keys and explore their
1 effects in a word document (Range: Alphabetical
keys, number keys/num lock, Caps Lock, Enter,
Backspace, Delete, Spacebar, Shift, Tab, Ctrl + Alt,
PT Delete and F keys);
2.1.3.2 Practise using these keys to create and edit a text
document, for example using tab key for indenting;
2.1.3.3 Use basic features to edit a Word document (Range:
Move around in it; type in it (INS); delete text; start a
new paragraph; type in capital letters and use UNDO
and REDO functions. Select data using keyboard
and/or mouse, entering, editing and deleting text.
Basic punctuation - one space after all punctuation,
including periods and formatting marks);
2.1.3.4 Describe the GIGO (Garbage in Garbage Out)
principle using a word processor document.
Note on 2.1.3 – Keyboard proficiency do not include skills towards
Note common typing speed measurement in assessment, but relate to
! accuracy and proficient use of a keyboard, for document creation,
editing and formatting. It exclude the use of typical typing editing
symbols, but presents a practical understanding of the use of the
Word processor’s built in review tools and functions.
2.1.4 Use Basic Features to Create and Edit and Format a Document
Content:
• Edit a document;
• Format a document;
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Learning Outcomes:
2.1.4.1 Use basic features to format a Word processor
1 document;
2.1.4.2 Use editing functions and shortcuts such as:: cut,
copy, paste, find and replace;
P 2.1.4.3 Apply basic formatting to a document (Range: Font

type, style, size, colour, highlight and effects.
Paragraph: spacing, justification, intonation,
alignment, borders, shading and indents and using
existing quick styles in gallery);
2.1.4.4 Add remove bullets numbers in a single level list,
switch between standard bullets, numbered bullets;
2.1.4.5 Apply reading and proofing techniques. Range:
proofing: spelling and grammar.
2.1.5 Use Page Layout Functions to Create and Edit a Document
Content:
• Edit and format a document.
Learning Outcomes:
22
2.1.5.1 Set margins of the document, page or set of pages
according to requirements;
2.1.5.2 Select and use a page orientation for different
purposes;
P 2.1.5.3 Create and edit text using the Columns and column
breaks functions;
2.1.5.4 Change the spacing between paragraphs, and text;
2.1.5.5 Insert page breaks and section breaks;
2.1.5.6 Add themes and a background;
2.1.5.7 Insert and use and modify line numbers;
2.1.5.8 Set the indentation values of a paragraph.
2.1.6 Use Insert Functions to Create and Edit a Document
Content:
• Edit a document;
• Use insert functions and functionality.
Learning Outcomes:
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22
2.1.6.1 Insert a table, picture or clip art, header and footer,
word-art, SmartArt, shapes, chart, textbox,
screenshot, page number, header and footer and
page breaks in a text;
2.1.6.2 Create a table, and edit insert and modify data in a
P table;
2.1.6.3 Modify the appearance of a table by modifying
(inserting, moving, merging, deleting cells, rows and
columns);
2.1.6.4 Apply an existing style to a table;
2.1.6.5 Modify the appearance of a table, borders, fill, cell
border;
2.1.6.6 Modify the size position and layout and appearance
of the inserted object (Range: shape, table, SmartArt,
chart, textbox, WordArt.);
2.1.6.7 Modify the position and the text wrapping options of
the inserted object;
2.1.6.8 Select, copy and move an object in a document and
between different documents;
2.1.6.9 Use the send to front and send to back features of an
inserted object;
2.1.6.10 Add a symbol to a document (E.g. ∞, €);
2.1.6.11 Format a table using the borders and shading
function;
2.1.6.12 Format a picture or clip art using the resizing
function;
2.1.6.13 Preview and print the document using advanced
printing functions.
2.1.7 Use the Integrated Features and Intermediate Functions of the
Word Processor
Content:
• Document management, formatting and techniques;
• Importing data from external sources.
Learning Outcomes:
22
2.1.7.1 Apply file management techniques to the document
(Range: Printing(including options such as range of
pages, odd or even, number of copies, print quality,
pages per sheet), send to (e-mail, Internet fax),
convert, properties));
P 2.1.7.2 Add multi-level numbering and bullets;
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2.1.7.3 Insert Input data from different file formats, e.g. text
files, csv, rtf, tables and objects from other office
suite applications E.g. Spreadsheet chart, partial
spreadsheet, tables, diagrams and images;
2.1.7.4 Differentiate between inserting an object into a
document and pasting an object into a document;
2.1.7.5 Select and use a page orientation for different
purposes;
2.1.7.6 Apply special editing features (Range: Paste special,
find and replace (extend to using more options);
2.1.7.7 Apply intermediate Document layout functions
(Range: Section breaks and sections, Headers and
footers (including date, path and filename) Page
numbers: Different first page, odd, even, starting from
a specific number).
2.1.8 Use the Mail Merge Feature in a Document
Content:
• Data and data import;
• Creating labels and data table;
• Importing and using external data.
Learning Outcomes:
22
2.1.8.1 Create a primary document for distribution and
mailing purposes for example an invitation, notice
or a label;
2.1.8.2 Select or create an applicable datasource
(spreadsheet or database table, word table or csv,
P (comma separated values file) outlook address
book; for use in the mail merge;
2.1.8.3 Insert various data labels for the main document;
2.1.8.4 Merge a mailing list with a letter, label or other
document as a new file or printed output;
2.1.8.5 Save and print the mailing list or document.
Generic note: When working with applications, students should
Note be taught to use various methods and techniques to achieve the
! same objective, compare the methods and determine which one is
more efficient or works best for them. This will teach them not
only to follow a specific instruction/set of instructions but also to
complete a given task that involves careful thinking and reasoning
about how to do it and if there is more than one way, to compare
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the methods and find the best way of doing it.

Sub- 2.2 Spreadsheets
Topic
2.2.1 Spreadsheet Applications
Content:
• Purpose and use of spreadsheets;
• Benefits of using spreadsheets.
Learning Outcomes:
2.2.1.1 Define the term spreadsheet processing;
1 2.2.1.2 List and describe different uses of spreadsheets
(types of documents created) to represent
information to users;
T 2.2.1.3 Describe the benefits of using a spread sheet

application;
2.2.1.4 Describe the characteristics of a good spreadsheet
document;
2.2.1.5 Discuss how spreadsheets are used to transform
data into useful information and list examples of
such cases.
2.2.2 Starting the Spreadsheet
Content:
• Use the spreadsheet application;
• Spreadsheet documents.
Learning Outcomes:
2.2.2.1 Open/Start the spreadsheet application;
1 2.2.2.2 Create a new blank spreadsheet / worksheet;
2.2.2.3 Navigate a workbook;
2.2.2.4 Create a new spreadsheet based on a template;
P 2.2.2.5 Open an existing spreadsheet;
2.2.2.6 Export/Save a spreadsheet in another format
(Range: Previous version, rtf, pdf, txt, csv);
2.2.2.7 Switch between different spreadsheets and
worksheets;
2.2.2.8 Explore common features of the Ribbon Tabs, Quick
Access toolbar, and Office Button, Menus;
2.2.2.9 Use the help function provided.
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2.2.3 Use Basic Features to Create and Edit a Spreadsheet
Content:
• Edit a spreadsheet;
• Apply basic formatting.
Learning Outcomes:
2.2.3.1 Add content to a cell;
1 2.2.3.2 Edit content of an existing cell;
2.2.3.3 Use basic features to format a Spreadsheet (Range to
format text: Highlight text; typing text in bold, italics
P and underline; typing text in different styles and font

sizes; using the alignment functions - left, right,
merge & centre; adjust the width of the columns and
height of rows and insert borders (horizontal and
vertical lines);
2.2.3.4 Use basic features to edit and change information in
a spreadsheet Range of editing: Move around in it;
delete text; type in capitals letters, insert rows and
columns and use UNDO and REDO functions (Range
of changes: Change the contents of a cell or part of the
contents of a cell, change the formats of dates and
currency, change number formats and decimal
settings);
2.2.3.5 List and describe the common types of data that may
be entered into a cell;
2.2.3.6 Understand the concept that a cell in a worksheet
document refer to only one element of data of a
specific type;
2.2.3.7 Understand the concept of a Column, Row and
worksheet and the purpose of each;
2.2.3.8 Enter data of different types in a cell;
2.2.3.9 Differentiate between different data types and their
use to represent data/information (Range: Strings,
General, Number, Currency, Date and Time);
2.2.3.10 Edit the data content of a cell;
2.2.3.11 Select a cell, range of adjacent cells, range of non-
adjacent cells, entire worksheet;
2.2.3.12 Understand and apply the concept of a cell reference;
2.2.3.13 Format the content of a cell;
2.2.3.14 Implement good practices in creating lists and tables
(Range: avoid blank rows and columns in the main
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body of list, insert blank row before Total row and

ensure cells bordering list are blank.);
2.2.3.15 Spell check; preview and set print (range or sheet)
options and print the document.
2.2.4 Use Formulae to Perform Basic Calculations in a Spreadsheet
Content:
• Construct and use formulae;
• Apply basic calculations and techniques.
Learning Outcomes:
2.2.4.1 Perform the basic spreadsheet calculations by
1 inserting formulas and using basic operators
including +, -, *, /,;
2.2.4.2 Understand the order of precedence and the use of
brackets;
P 2.2.4.3 Use the auto fill tool to repeat formulae and
increment data entries;
2.2.4.4 Understand the implementation and use copy and
paste to repeat data entries and formula;
2.2.4.5 Insert and use functions and/or create equivalent
equations to: add, subtract, divide, multiply, auto sum,
percentage, average, maximum, minimum, count and
auto-fill cells, rows and columns;
2.2.4.6 Understand the use and purpose of absolute cell
referencing;
2.2.4.7 Implement absolute cell referencing as part of a
formula;
2.2.4.8 Understand the importance of using cell references
rather than constant values in cells and formulae;
2.2.4.9 Understand and interpret and manage (correct/fix)
error indicators. (Range: #######, #NAME!, #DIV/0!,
#REF!, #VALUE!, #NUM!).
2.2.5 Managing and Editing a Worksheet /Spreadsheet
Content:
• Edit a spreadsheet / worksheet;
• Manage a spreadsheet or worksheet.
Learning Outcomes:
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22
2.2.5.1 Select a row / column or sets of adjacent cells;
2.2.5.2 Multi-select different rows and cells or columns;
2.2.5.3 Modify the column and row widths;
2.2.5.4 Modify the display settings of a column or row or set
P of cells;
2.2.5.5 Freeze and unfreeze rows and columns;
2.2.5.6 Switch between different worksheets;
2.2.5.7 Insert, edit and delete a worksheet;
2.2.5.8 Apply good naming techniques in the naming of
worksheets;
2.2.5.9 Edit a worksheet by changing the formatting of cells
(Range: Data type, borders, shading, colouring,
alignment, wrapping, merge, alignment, text
direction, merge, split and autofill);
2.2.5.10 Apply formatting techniques to rows, columns and
sheets by changing the Size (width and height),
insert, delete, hide, unhide, borders and styles;
2.2.5.11 Reinforce generic/common concepts such as
formatting and editing, page layout, illustrations,
search and proofing as in word processor;
2.2.5.12 Display and print the formulae entered into a
worksheet.
2.2.6 Create and Edit Charts Within a Spreadsheet
Content:
• Charing concepts.
Learning Outcomes:
22
2.2.6.1 Identify the different types of charts;
2.2.6.2 Describe different types of charts and explain their
applicable use and purpose i.e. type/summary of
information they convey;
P 2.2.6.3 Interpret a given chart and make certain

deductions;
2.2.6.4 Validate a chart against a set of data;
2.2.6.5 Create a column, line and pie chart;
2.2.6.6 Create format and edit and exiting chart by adding
and modifying the basic elements and appearance of
a chart;
2.2.6.7 Apply options appropriate to the graph type chosen;
2.2.6.8 Insert a chart as an object or to a separate
41
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worksheet;
2.2.6.9 Insert and modify chart titles and legends;
2.2.6.10 Edit the appearance of a chart by changing the fill
colour.
2.2.7 Use Formulae and Implement Advanced Functionality to Perform
Intermediate to Advanced Calculations in a Spreadsheet
Content:
• Use advanced formulae constructs;
• Incorporate advanced calculations.
Learning Outcomes:
22
2.2.7.1 Implement auto-fill options as part of a spreadsheet;
2.2.7.2 Incorporate and use spreadsheet functions (Range:
round, small, large, countif, counta, countblank, sumif,
power and rand / random, rand between);
P 2.2.7.3 Use ‘a’ if statement / function as part of a worksheet

(Range: If statement nested to a maximum of two
conditions);
2.2.7.4 Use of relational operators (> < <= >= <>) in simple
IF functions;
2.2.7.5 Use and incorporate basic date and time functions
and calculations;
2.2.7.6 Use and incorporate text functions (Range: left,
right, mid, concatenate, len, value and find);
2.2.7.7 Implement rounding off numbers and understand
and illustrate the difference between rounding and
formatting;
2.2.7.8 Incorporate the Vertical lookup function, including
error indicator #N/A;
2.2.7.9 Incorporate and apply conditional formatting as
part of a worksheet;
2.2.7.10 Interpret manage and resolve additional error
messages such as interpreting error indicators such
as: circular reference, #NULL!.
2.2.8 Integrate and Practise Creating and Editing Different Spreadsheet
Documents to Solve Problems
Content:
• Problem-solving with a spreadsheet;
• Problem analysis;
• Solution development;
42
.
• Validation of a solution;
• Incorporating different techniques and functions.
Learning Outcomes:
22
2.2.8.1 Analyse a given problem into inputs, processes and
requirements for output;
2.2.8.2 Utilise a spreadsheet and applicable functionality to
present a solution to a particular problem, based on
the analysis;
PT 2.2.8.3 Consolidate and reinforce content, concepts and
skills;
2.2.8.4 Import data from different formats into a
worksheet;
2.2.8.5 Recognise common relationships and patterns in the
data presented;
2.2.8.6 Apply and construct appropriate formulas and
calculations for implementation towards the
solution;
2.2.8.7 Identify appropriate functions to suit scenario and
solve problem (Range: Date and time, maths,
statistical, text, logical, lookup and reference,
calculations);
2.2.8.8 Present a solution to the problem utilising available
spreadsheet tools and functionality;
2.2.8.9 Use more advanced combinations of functions and
formulas to solve a problem and present
information;
2.2.8.10 Include an appropriate graph for a given scenario;
2.2.8.11 Interpret and communicate the solution design;
2.2.8.12 Create. Modify, Save and edit a spreadsheet for use
as part of a mail merge operation.
Notes on 2.2.8
Note Some of the types of problems that could be presented for solution
! development could include topics and content from various domains
such as:
• Finance e.g. budgets, orders, estimates, statements,
investments, etc;
• Measurement e.g. distances travelled, athletic times and
scores, temperatures, etc;
• Statistics e.g. Min, Maximum, Mode, Median, Frequency,
Standard deviation, Correlation etc;
• Maps and fixed designs (drawings) which include
43
.
representations of the physical world e.g. tabulated

distances between locations travelled, Summary and
comparisons between different structured and buildings,
Volumes of shapes etc;
• Handling, analysis and interpreting data in various forms
and formats, e.g. Ranges in months, dates, textual data,
forecasts, probabilities, graphs etc.
The questions, problems and scenarios posed could be interrelated

from various domains to illustrate the use of technology as an
enabler and supporter of business operations.
It is also important that the students present an understanding of

generic concepts relating to problem-solving and computational
thinking which include concepts such as:
Tax, VAT, Interest, Depreciation, Percentage, Fraction, Frequency,
Mode, Mean, Inflation, Decrease, Increase, Ratios, Composition,
Subtotals and Totals.
Sub- 2.3 Presentation Software
Topic
2.3.1 Purpose of Using Presentation Software
Content:
• Purpose and the use of presentation software.
Learning Outcomes:
2.3.1.1 Define the term presentation software;
1 2.3.1.2 List and describe different uses of presentations
(types of presentations created) to represent
information to users;
T 2.3.1.3 Describe the

applications;
benefits of using presentation
2.3.1.4 Describe the characteristics of a good presentation

document;
2.3.1.5 Discuss how presentations are used to convey
information and knowledge and list practical
examples of such cases.
2.3.2 Use Basic Features to Create, Edit and Format a Presentation
Content:
• Create a presentation;
• Edit and format a presentation.
Learning Outcomes:
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2.3.2.1 Create a presentation incorporating slides using
1 different slide layouts and format themes;
2.3.2.2 Use basic features to format the slides (Range to
format text: Highlight text; typing text in bold, italics
and underline; typing text in different styles and font
P sizes; using numbers and bullets first level and using
the alignment functions - left, right, centre).
2.3.3 Use Features to Create and Format a Presentation
Content:
• Create a presentation;
• Edit and format a presentation.
Learning Outcomes:
2.3.3.1 Design a presentation for a specific content matter
1 and select a slide layout and format;
2.3.3.2 Insert a relevant clip art or picture in the
presentation;
P 2.3.3.3 Perform common editing operations on a slide

show;
2.3.3.4 Insert a relevant piece of text or object or chart from
a word processor or spreadsheet document into a
slide;
2.3.3.5 Differentiate between embedding and inserting an
object;
2.3.3.6 Select and apply appropriate animation effects for
your presentation;
2.3.3.7 Spell check and save the presentation;
2.3.3.8 Preview and print by selecting different printing
options (Range: Slides, hand-outs and notes pages).
Sub- 2.4 Databases
Topic
2.4.1 Database Concepts
Content:
• Use of databases;
• Importance of databases.
Learning Outcomes:
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2.4.1.1 Define the term database;

1 2.4.1.2 Define the term database management software;
2.4.1.3 Describe the concept of a data hierarchy. (Range:
Bits, bytes, fields, records, tables, databases, data
T 2.4.1.4
warehouses, data marts);
Describe the purpose of databases within the
information cycle;
2.4.1.5 Describe common features that a database offer, in
relation to the storage of data for processing;
2.4.1.6 Define the concept data integrity;
2.4.1.7 Describe the common components of a Database
Management System;
2.4.1.8 Define the term transaction and describe how
transactions affect the data that is stored and
processed.
2.4.2 Different Types of Databases and Database Design
Content:
• Different types of databases and topologies;
• Database design;
• Relational databases.
Learning Outcomes:
22
2.4.2.1 Describe and motivate the common design
principles behind a relational database;
2.4.2.2 Differentiate between various types of database
topologies (Range: Relational, Object-Oriented and
Multi-dimensional databases);
P 2.4.2.3 Expand concepts relating to relational database

design, use and management (Range: Normalisation
(overview and purpose) with regard to the reasons:
And
Reduce data redundancy, limiting data anomalies.
Where does un-normalised data come from? Analyse
T general documents, e.g. a till slips to identify possible
data entities, Design/entities, keys, record
organisation);
2.4.2.4 Describe the common components of a database
(Range: Tables, Queries, Views, Users including (User
rights);
2.4.2.5 Describe the concept of a relationship;
2.4.2.6 Differentiate between different keys and their
46
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purpose;
2.4.2.7 Explain the purpose of relational DB design;
2.4.2.8 Describe the concept and purpose of referential
integrity;
2.4.2.9 Describe the characteristics of a good database in
terms of the design (Range: Data integrity, data
independence, data redundancy, data security and
data maintenance);
2.4.2.10 Design a relational database with tables in 3rd
normal form;
2.4.2.11 Identify and implement various keys as part of the
database design (Range: Primary key, alternate key,
concatenated key and foreign key);
2.4.2.12 Draw or modify a simple Entity Relationship
Diagram using the Chen or Crows foot notation,
indicating the cardinality of the relationship
between the entities, as well as the applicable fields
and key indicators.
2.4.3 Create and Manage a Relational Database Using a Software
(DBMS) Tool
Content:
• Database design;
• Modifying a database;
• Use a DBMS.
Learning Outcomes:
22
2.4.3.1 Open an existing database;
2.4.3.2 Save a database;
2.4.3.3 Differentiate between a: Table, form, query, report
and describe the purpose of each;
PT 2.4.3.4 Identify and use the options on die Menu and

Database toolbar;
2.4.3.5 Distinguish between a table a record and a field;
2.4.3.6 Differentiate between the different data types in
fields;
2.4.3.7 Distinguish between: Basic field properties:
size/length, default value, decimal places, required;
2.4.3.8 Save and print the data structure;
2.4.3.9 Incorporate different data types and distinguish
between the different types with regard to their
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purpose as part of a table. Range: Text, number, date

and time, currency, auto number, Yes/No and
Memo;
2.4.3.10 Create or modify a data structure and capture
information. (Range: Create or alter a table setting
and modifying fields and field types. Setup and define
a primary key, Setup and define relationships between
tables. Enter records and modify data.);
2.4.3.11 Modify data as part of a table. Range Add and delete
records, fields;
2.4.3.12 Incorporate and implement Basic data validation
techniques;
2.4.3.13 Use find, replace and sort functions to search and
edit information in the data structure. (table or
query);
2.4.3.14 Apply formatting techniques to fields, records,
tables, forms, queries and reports.
2.4.4 Create and Implement Queries With a Query Design Tool
Content:
• Importance of queries;
• Use of queries;
• Design a query;
• Run a query against a set of specifications.
Learning Outcomes:
22
2.4.4.1 Describe the purpose of a query;
2.4.4.2 Describe the advantages in using queries;
2.4.4.3 Discuss the concept and implementation of the
Structured Query language;
PT 2.4.4.4 Design basic queries using and, or, not and sorting
options;
2.4.4.5 Save a query;
2.4.4.6 Open/Run a query;
2.4.4.7 Select appropriate fields to display in a query;
2.4.4.8 Format the results of a query (column or field);
2.4.4.9 Create a query using more than one related table;
2.4.4.10 Add a calculated field to a query;
2.4.4.11 Add criteria to a query using one or a combination
of different operators. (Range: =, <>, <, <=, >, >=);
2.4.4.12 Add criteria to a query using one or a combination
48
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of different operators: AND, OR, NOT;

2.4.4.13 Use different (one or a combination of) wildcards in
a query Range:, * or %, ? or __;
2.4.4.14 Incorporate group functions as part of a query, Min,
Max, Avg, Count, Sum;
2.4.4.15 Incorporate the IsNull function as part of a query;
2.4.4.16 Create a query that incorporates a parameter;
2.4.4.17 Edit a query: add, modify, and remove criteria;
2.4.4.18 Create a query containing a combination of the
requirements and outcomes as presented in points
(9 – 17) above.
2.4.5 Create and Implement a Form
Content:
• Purpose of forms;
• Create and edit a form;
• Use a form.
Learning Outcomes:
22
2.4.5.1 Describe the purpose of a form as part of database
development;
2.4.5.2 Create a form to manage various database
transactions (Range: Add, Delete, Edit and Search for
records);
PT 2.4.5.3 Design a form in design view and modify the layout
by adding or removing fields;
2.4.5.4 Include a calculated field as part of a form.
2.4.6 Reports & Reporting
Content:
• Purpose of reports;
• Create and design a report;
• Edit a report.
Learning Outcomes:
22
2.4.6.1 Describe the purpose of a report as part of an
information system;
2.4.6.2 Open an existing report;
2.4.6.3 Save a report;
2.4.6.4 Create a report based on a table or query;
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2.4.6.5 Modify the arrangement of data in groupings and

P headers;
2.4.6.6 Include and modify specific fields in a grouped
report by sum, minimum, maximum, average, count,
at appropriate break points;
2.4.6.7 Design and modify a report incorporating: grouped
headers and footers, and calculations in groups and
fields;
2.4.6.8 Design and create a multi-level grouped report with
summaries and appropriate headings;
2.4.6.9 Change the format layout and appearance of a
report as part of the design process;
2.4.6.10 Add fields with calculations in queries to a report as
part of output;
2.4.6.11 Open a report for printing purposes.
Notes on 2.1 to 2.4.

It would be useful for students to apply simple business applications
Note
in MS Excel, write reports etc. in MS Word, and use MS PowerPoint
! for presentations. Links to doing assignments for their other
subjects could be provided, as part of other subject text, curricula
and prescribed resources.
Students should apply a combination of techniques, knowledge and

skills learned to new situations in order to complete a task/solve a
problem or achieve an objective.
Students should complete integrated practical tasks that encourage

thinking and decision - making.
Emphasis should also be placed on educating students as informed

users who are able to use and make decisions around appropriate
use of technology to support business and daily life. Scenarios used
as part of the content presentation could include business scenarios,
the creation of applicable reports and statements as well as generic
business oriented problems and activities. Students should be
proficient in exhibiting skills to:
 Apply routine and non-routine procedures and problems in
a wide range of familiar and unfamiliar contexts and
situations;
 Select and apply a range of mathematical and
computational thinking skills and methods to find solutions;
 Compare, select, read and understand texts and use them to
gather information, ideas, arguments and opinions;
 Compile documents, including extended writing, and
communicate information, ideas and opinions effectively
and persuasively;
 Manage information storage to enable efficient retrieval;
50
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 Bring together information to suit content and purpose;

 Enter, develop and format information independently to suit
its meaning and purpose, including text and tables, images,
numbers, graphs and records;
 Apply decision-making and problem-solving skills;
 Extend planning, research, critical thinking, analysis,
synthesis, evaluation and presentation skills;
 Develop confidence in applying the content, application
software and technologies they have studied;
 Develop and apply skills creatively, demonstrating initiative
and enterprise;
 Seek advice and support when needed, and from
appropriate sources.
Sub- 2.5 Problem-Solving and Introduction to Computer Programming
Topic
2.5.1 Problem-Solving Process and Concepts
Content:
• Problem-solving;
• Application of problem-solving constructs;
• Developing solutions.
Learning Outcomes:
2.5.1.1 Define the term problem-solving;
1 2.5.1.2 Define the term computational thinking;
2.5.1.3 Describe the phases of the PLDC (Programme
Development Life Cycle);
P 2.5.1.4 Describe the purpose of problem-solving leading to

solutions;
And 2.5.1.5 Explain and apply various problem-solving steps.
Polya, G.,(1957) (Range: Understand the problem
T (task/problem description or scenario/user stories)

• State in own words
• Clarity on what needs to be done
• What is known or given?
• What is missing or needed?
• Devise a plan/algorithm (storyboard – visual or
textual)
• Look for patterns
• Look at related problems, known solutions
• Examine simpler or special cases
• Make a table, create diagram, use guess and
check, work backwards, identify sub-goal
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• Carry out the plan/implement the algorithm

(write the code)
• Look back/test (see if it works)
• Check results against original problem. Does it
make sense? Is there another solution?)
2.5.1.6 Use appropriate tools and techniques to present a
solution (Range:
• User stories (written by the client and provide the
requirements);
• Noun-verb analysis of user stories;
• List of nouns provides identification of objects
and state;
• List of verbs provides identification of behaviour;
• Acceptance tests (does the programme meet the
requirements?).
2.5.2 Construct an Algorithm and Present a Solution to a Given Problem
Content:
• Algorithm design;
• PLDC;
• Flowcharts;
• Pseudo code;
• Trace tables.
Learning Outcomes:
22
2.5.2.1 Define the term algorithm and its purpose in the
problem-solving process (Range: Basic concepts of
an algorithm, what is an algorithm? and develop a
clear understanding of the problem presented.);
2.5.2.2 Extrapolate the position of algorithm development
P as part of the PLDC (Programme Development Life
Cycle);
And
2.5.2.3 List examples of algorithms in life, e.g. instructions
to draw a kite or fold a paper jet, recipe to bake a
T cake;
2.5.2.4 Construct and devise an algorithm/ basic
instructions to complete similar tasks;
2.5.2.5 Describe the purpose of input, processing and
output as part of the solution creation process;
2.5.2.6 Define the term IPO chart and explain its purpose in
solution development;
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2.5.2.7 Implement and understand the basic algorithmic

constructs used to create a flowchart / algorithm.
Range: Input, Output, Processing and calculations,
selection, and iteration;
2.5.2.8 Implement and use a list or array (single
dimensional, but not excluding parallel lists or
arrays) in the development and construction of a
solution (Range: Insert an element, Manipulate an
element, Basic list operations: Searching, Sorting,
deleting and replacing an element or elements,
calculating averages, determining the maximum and
minimum values in a list /array etc);
2.5.2.9 Create a flowchart to present a particular algorithm
and its associated tasks;
2.5.2.10 Interpret a basic flow chart and describe its
intended operation / function;
2.5.2.11 Explore and create algorithms in the form of an IPO
chart or flowchart which include various constructs,
such as:
i. Determine smallest, largest value of more than
two values
ii. Swapping values
iii. Determining aggregates e.g. sum and average
iv. Basic calculations such as calculating area, volume,
VAT
v. Determine whether a number is even
vi. Determine whether a number is a factor of
another number;
2.5.2.12 Trace an algorithm to determine the outcome or the
correctness – trace table;
2.5.2.13 Compare algorithms considering, e.g. order,
precision and efficiency.
Notes on 2.5.1 and 2.5.2
Note
!
The content of 2.5.1 and 2.5.2 could be presented or studied in tandem.
The purpose of 2.5.1 and 2.5.2 is to serve as an introduction to solution

development to develop the student’s computational thinking practices strategies
and the practice of algorithm development, problem-solving and programming
53
.
using everyday scenarios.
Exploring algorithms to solve generic problems will enable a student to use similar
principles to devise algorithms for new problems or situations. It will also enable
the student to identify the types of problems requiring certain generic algorithms.
Investigating specific algorithms should provide the student with the opportunity
to explore various ways to solve the same problem by using different principles or
tools.
Many of the same type of problems solved as part of 2.5.2 of the spreadsheets
content could also be used as a background and scenario for the development of
small solutions.
2.5.3 Programming and Solution Development
Content:
• Algorithm design;
• Programming languages;
• Writing programme code using a graphical (visual) programming
language;
• Debugging;
• Compilation;
• Testing;
• Running an application.
Learning Outcomes:
22
2.5.3.1 Define the term high level programming language;
2.5.3.2 Define the term programming code;
2.5.3.3 Describe the basic purpose of a programming
language in terms of its operation and what it
P 2.5.3.4
produces;
Define the terms compiler and interpreter;
And 2.5.3.5 Define the term Development Environment;
2.5.3.6 Explore and use the programming language
T development environment (Range: Open an existing
programme i.e. code, save an existing programme,
modify an existing programme, debug an existing
programme, create a programme amd run a
programme);
2.5.3.7 Construct (code/write) using the visual tool, debug
and run simple programmes incorporating:
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Declaration of variables of different types, use and

assignment of values to variables, incorporating
programme constructs with sequence, selection and
iteration structures. Expose and apply various
programming concepts as part of the coded solution
such as:
i. The use of variables (defining and naming);
ii. Variable naming conventions;
iii. Assigning values to variables (assignment
operator);
iv. Data type - exposure: integers, strings, floats,
boolean;
v. Input and output of information and massages
and values;
vi. Using single or a combination of different
operators ( plus, minus, multiply, divide,
modulus) and order of precedence;
vii. Retrieving remainders: modulus;
viii. Differentiate between real value division and
integer division;
ix. Comparison operators and performing logical
comparisons;
x. Incorporate and write code constructs to
perform basic calculations such as area,
volume, vat and simple formulae, typical
calculations done in other subjects;
xi. Include conditional constructs [if and if-then-
else] (up to a maximum of three nested levels);
xii. Include iteration (looping) structures [pretest
– post test and fixed counter loop];
xiii. Incorporate a combination of iteration and
condition structures as part of the solution (i.e.
Programme code).
2.5.3.8 Write code which applies algorithms such as solving
general problems, swapping values, finding
aggregates, isolate digits in an integer number,
finding the smallest/biggest of two numbers.
Determine if a number is a factor of another
number, determine if a number is even. Finding the
highest, lowest or average of a set of values entered
using an iteration structure;
2.5.3.9 Differentiate between a pre-test and a post-test
iteration structure;
2.5.3.10 Rewrite a conditional structure in a different way
55
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using relational operators and vice versa;

2.5.3.11 Write code which applies programming language
tools and constructs to draw various shapes (turtle
type commands) on an output screen/window.
Reinforce concepts such as:
i. Sequence;
ii. Selection;
iii. Iteration;
iv. Creation of objects and shapes.
2.5.3.12 Design a coding solution to a problem incorporating
a combination of different programming constructs
which include:
i. Sequence;
ii. Selection;
iii. Iteration.
2.5.3.13 Design and develop solutions for specific problems
that include computational thinking and applying
software engineering principles;
2.5.3.14 Apply generic algorithms as part of the solution;
2.5.3.15 Explore lists/arrays (storing and accessing a list of
numbers and strings) and containers (Range:
Manipulating lists/arrays such as adding, deleting,
replacing, inserting items.);
2.5.3.16 Devise a specific algorithm where applicable to
solve a problem utilising user-defined code
constructs;
2.5.3.17 Motivate the use of a specific algorithm;
2.5.3.18 Validate the solution against a set of data using
different techniques, e.g. trace tables, watches,
manual output comparison.
2.5.4 Develop an Integrated Solution Using Various Software Tools
Content:
• Problem analysis;
• Solution design development and testing;
• Presenting the solution.
Learning Outcomes:
22
2.5.4.1 Develop and construct a solution a generic problem;
2.5.4.2 Decide on the best tool or combination of software
to present the solution;
2.5.4.3 Incorporate different tools in the design, e.g. Word
56
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processor, spreadsheet, presentation software,

P programming language;
2.5.4.4 Convert a solution as part of a spreadsheet into
And programme code using the appropriate language
constructs;
T 2.5.4.5 Consolidate content, concepts and skills to develop a
software solution (Range: Use integrated software
effectively and efficiently to reproduce and create
documents that incorporate text, graphics and dat.
Manipulate graphics and text within documents. Use
integrated software and content created with
different packages to create and design documents
for specific purposes);
2.5.4.6 Apply general principles of layout and design to a
document process. Emphasise information using
techniques such as placement and colour. Create
documents by customising templates, Use media,
visual literacy and technology skills to create
products that express understanding.
Note
!
Students should solve problems, i.e. apply a combination of techniques, knowledge and
skills learned to new situations.
Students should also be able to solve computational problems through:
• Identifying and analysing requirements for a specific problem;
• Designing effective algorithms;
• Converting these to code and
• Testing the solution to see if it meets the requirements.
Teach students to use and combine information, data and ideas to solve the problems to
discover and explain relationships or trends and predict behaviour/events,
Tasks given to students should also involve procedural and problem-solving skills and
encourage computational thinking.
Important note on the use of a programming environment applicable to 2.5

Basic programming principles and constructs are introduced through an easy-to-learn,
fun tool. An introductory graphical programming teaching tool such as Scratch
Scratch is used to introduce students to important computational skills and concepts,
algorithm development, problem-solving and programming.
cf. (http://wiki.scratch.mit.edu/wiki/Scratch).
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Topic 3 - Network Technologies
3.1 Introduction to Computer Networks and Communications

3.1.1 Networking concepts
Content:
• Networks and its use domains;
Learning Outcomes:
3.1.1.1 Define the term network;
1 3.1.1.2 List and describe common examples of everyday
networks (briefly);
T 3.1.1.3 Differentiate between the advantages and
disadvantages of using networks;
3.1.2 Hardware Components that Constitute a Network
Content:
• Networking hardware;
• Networks and their use;
• Modes of communication and media.
Learning Outcomes:
3.1.2.1 Describe the basic components and hardware
1 required for network communications;
3.1.2.2 Differentiate between different communications
media (wired vs. wireless), their mode of
T transmission advantages and disadvantages (Range:

Types of cabling and components, Types of
transmitters and components. (Coaxial, Twisted Pair,
Fibre optic, Infrared, Radio, Cellular, Microwave,
Satellite);
3.1.2.3 Differentiate between the use, purpose and
operation of different types of networking hardware
(Range: Digital modems (different types DSL, ADSL,
Wireless, Wired), Network cards, Wireless access
points, Routers, Hubs and switches);
3.1.2.4 Describe how a small office network or home office
network could be installed and with an internet
connection.
3.1.3 Different Types of Networks and Architectures
Content:
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• Network architectures;
• Topologies.
Learning Outcomes:
22
3.1.3.1 Differentiate between Local area network (LAN) vs.
metropolitan area network (MAN) vas. wide area
network (WAN) - coverage and where it is used;
3.1.3.2 Discuss the internet as a WAN;
T 3.1.3.3 Define the term network architecture;
3.1.3.4 Differentiate between different network
architectures (Range: client server and peer to peer
and internet peer to peer);
3.1.3.5 Define the term network topology;
3.1.3.6 Differentiate between different types of network
topologies and their mode of operation advantages
and disadvantages.
3.2 Use of Networks and Network Software
3.2.1 Use of Networks to Enable the Digital Era
Content:
• Information age;
• Communication networks and tools.
Learning Outcomes:
3.2.1.1 Discuss how networks enable the information age;
1 3.2.1.2 Define the term e-collaboration and discuss how
networks enable the concept;
T 3.2.1.3 Discuss how e-concepts progress towards

overcoming the digital divide (Range: e-government,
e-learning, e-health and e-education);
3.2.1.4 Discuss reasons for using networks such as
communication, access to/sharing resources,
centralisation, file and funds transfer, productivity,
leisure e.g. (Chat rooms, e-Mail, FTP, Instant
messaging, Web, Wiki’s, Conferencing).
3.2.2 Electronic Communication
Content:
• e-Communication tools.
Learning Outcomes:
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3.2.2.1 Define the term e-communication;

1 3.2.2.2 Overview of applications/tools to facilitate
e-communication - purpose and uses (What is it?
What is it used for?) Email, Web browser, File
Transfer Protocol (FTP), instant messaging, chat
TP rooms, video conferencing and (Voice over Internet
Protocol (VoIP), RSS aggregator, Weblog, text,
picture and video messaging;
3.2.2.3 Discuss, e-mail as a form of e-communication
(Range: Uses of email, Email accounts (Internet
Service Provider (ISP) and web-based), Email
addresses);
3.2.2.4 List and discuss the advantages and disadvantages
of using e-email;
3.2.2.5 Discuss the proper use of email;
3.2.2.6 Explain the different components of an e-mail
message (Range: e-mail address, addressees,
attachment, and signature);
3.2.2.7 Create an e-mail address on the Internet using a
client. (e.g. gmail);
3.2.2.8 Draft and send e-mails to friends and fellow students;
3.2.2.9 Retrieve e-mails and respond appropriately.
3.2.3 Communication Software
Content:
• Communication software.
Learning Outcomes:
1. Describe the purpose of communication software
22 2. List examples of communication software
T
Topic 4 - Internet Technologies

Sub- 4.1 Internet and the WWW
Topic
4.1.1 Introduction to the Internet
Content:
• Internet;
• Connectivity;
• Data transmission.
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Learning Outcomes:
4.1.1.1 Define the term internet;
1 4.1.1.2 Describe the term connectivity;
4.1.1.3 Discuss the components/constituents and the
purpose of internet enabling technologies and
T terms. (Range: Internet addresses - Internet protocol
(IP) addresses and domain names);
4.1.1.4 Discuss how data travels over the internet in
relation to networking concepts;
4.1.1.5 Explain the different components required to
connect to the internet. (Range: Internet Service
Providers (ISPs), wired and wireless connections).
4.1.2 Overview of the WWW
Content:
• WWW;
• Websites;
• Impact of the WWW.
Learning Outcomes:
4.1.2.1 Describe the term WWW;
1 4.1.2.2 Provide a brief overview of the history of the
internet and the WWW;
4.1.2.3 Define the terms: Web address/uniform resource
T locater (URL), and describe their purpose;
4.1.2.4 Differentiate between a Web page and Web site;
4.1.2.5 Discuss examples of different types of Web sites,
their purpose and what they offer to their users
(Range: Portal, news, informational, business, weblog
(blog), wiki, online social network, educational,
entertainment, advocacy, web application, content
aggregator, and personal web page);
4.1.2.6 Disuses how the www change or impact people’s
life’s;
4.1.2.7 Describe the functioning and purpose of the W3C.
4.1.3 Obtaining Information and Using the WWW
Content:
• Searching;
• Web browsers.
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Learning Outcomes:
4.1.3.1 Differentiate between browsing and searching;
1 4.1.3.2 List examples of different web browsers;
4.1.3.3 Define the term search engine;
4.1.3.4 Describe the functioning of a search engine
TP (overview);
4.1.3.5 Perform a search using a search engine (Range:
setting up search criteria, evaluating the results);
4.1.3.6 Describe how a website is accessed and information
obtained (How to access and browse a Web site);
4.1.3.7 Explore and use social electronic media and
networks for various communication purposes.
(Range: Facebook, Twitter, blogs, Mxit, Skype,
WhatsApp, YouTube etc.).
4.1.4 Internet Applications, Plug-ins and Web Based Services
Content:
• Online services;
• Internet applications.
Learning Outcomes:
22
4.1.4.1 Define the term internet application and list some
examples;
4.1.4.2 Describe the term plug-in applications;
4.1.4.3 Discuss examples and purpose of plug-in
T applications for browsers (Range: PDF converters
and tools, Flash player, Java, QuickTime player, Real
player, Silverlight);
4.1.4.4 Differentiate between Web 1.0, Web 2.0 and Web
3.0 in terms of data presentation and the
provisioning of services;
4.1.4.5 Define the term social media, social platforms;
4.1.4.6 Differentiate between different social media
platforms, their purpose and operation;
4.1.4.7 Discuss different media and the use of plug-ins to
support the operation (Range: Multimedia, Download
vs. streaming, Live broadcasts, Video on-demand and
IPTV (Internet Protocol Television);
4.1.4.8 Define the term Cloud in terms of different
applications and services provided;
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4.1.4.9 Discuss examples of online web services and tools

presented in the Cloud;
4.1.4.10 Discuss different examples of online services (Range:
banking, shopping, booking / reservations);
4.1.4.11 Describe the impact of the internet on business
(Range (B2B, B2C).
Sub- 4.2 Internet Service Technologies
Topic
4.2.1 Internet Service Technologies
Content:
• Internet service technologies;
• E-commerce.
Learning Outcomes:
Candidates should be able to
4.2.1.1 Define the term internet service technologies;
1 4.2.1.2 Differentiate between different types of websites
and what they offer (Range: Types of websites (i.e.
what they offer) Static vs. dynamic sites (ability to
T store data, interactivity, media, advantages,

disadvantages), Location based services sites and
Internet sites accessibility to mobile devices);
4.2.1.3 Describe the term e-commerce;
4.2.1.4 Explain the advantages of e-commerce.
4.2.2 Internet Service Technologies and the Digital Age
Content:
• Service technologies;
• Protocols;
• Internet services.
Learning Outcomes:
22
4.2.2.1 Provide an overview of various internet service and
supporting technologies by referring to their use
and purpose (Range: HTTP, HTTPS, FTP, VoIP, RSS,
SEO (search engine optimisation), Rich Internet
applications, Security services);
T 4.2.2.2 Differentiate between Internet vs. Intranet vs.
Extranet, and discuss their use and service
provisions to an organisation;
4.2.2.3 Discus the use and purpose of other internet
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services, presented on different platforms (including

mobile) (Range: e-email, Mailing lists, Chat rooms /
tools and services e.g. (Facebook, Twitter, blogs, Mixit,
Skype), FTP, newsgroups and RSS feeds).
Sub- 4.3 Principles of Web Page Development
Topic
4.3.1 Web Page Development and Mark-Up Languages
Content:
• Different types of languages for web page development;
• Web pages, sites and servers;
• Basic web page design principles.
Learning Outcomes:
22
4.3.1.1 Describe the basic components of a web site with
reference to a page;
4.3.1.2 Explain the process of web page design;
4.3.1.3 List common tools used for web page development;
T 4.3.1.4 Differentiate between a scripting language and a
mark-up language;
4.3.1.5 Differentiate between different mark-up languages
and their purpose;
4.3.1.6 Explain how a website is hosted;
4.3.1.7 Discuss the basic components of a web page relating
to the design;
4.3.1.8 Discuss the purpose of a browser in the
interpretation of web based code.
4.3.2 Design a Basic Web Page
Content:
• Basic HTML constructs;
• Using an editor to create HTML page for display in a browser.
Learning Outcomes:
22
4.3.2.1 Define the term HTML;
4.3.2.2 Define the term HTML Editor;
4.3.2.3 Define the term HTML syntax;
PT 4.3.2.4 Discuss the structure and design components of an

HTML page;
4.3.2.5 Write HTML code to develop a simple web page
using a text editor ** See notes on this outcome.
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Note
!
Important note on 4.3.2.5. Only an elementary page using HTML are to be
constructed, in order to provide the students with the idea of how web pages
are rendered and designed and that code is interpreted for rendering purposes
in a web browser. An example of a simple text editor e.g. NotePad++.
The following commands and HTML language tags present the range:
Opening Tag Closing Tag

Basic <html> </html>
document tags <head> </head>
<title> </title>
<body> </body>
Heading <h1>: </h1>:
elements <h6> </h6>
Text elements <p> </p>
<br />
<hr />
Text <b> </b>
formatting <i> </i>
Numbered <ol> </ol>
lists
Bulleted list <ul> </ul>
List Items <li> </li>
HTML Comments
Use of colour (basic) using constants and values
• Background colour e.g. <body style="background:#80BFFF">
• Font and text colour e.g. <span style="color:#80BFFF">
• Table colours
• HyperText and link colour
HTML links
• Link syntax: <a href=“http://www.google.com”>This is a link </a>
• Attributes: target and name
HTML images
• Syntax: <img src=“google.jpg” width=“105” height=“150”/>
• Attributes: source and alternate text.
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Topic 5 - Information Systems
Sub- 5.1 Data and Information Representation

Topic
5.1.1 Data, Information, Knowledge and Wisdom
Content:
• Data;
• Information;
• Knowledge.
Learning Outcomes:
5.1.1.1 Define the terms: Data, Information, Knowledge
1 and Wisdom;
5.1.1.2 Define the term data representation;
5.1.1.3 Define the purpose of data representation;
T 5.1.1.4 Define the term data storage and storage modes;
5.1.1.5 Describe the purpose of data storage;
5.1.1.6 Revisit data hierarchy with reference to storage
size and components (Range: Bits, Bytes and
Words).
5.1.2 Numbering Systems
Content:
• Use of number systems;
• Converting between numbers from different systems.
Learning Outcomes:
22
5.1.2.1 Define the term numbering system;
5.1.2.2 Describe the purpose of numbering systems and
their use, and representation (Range: Binary,
Octal, Decimal and Hexadecimal);
TP 5.1.2.3 Convert Decimal number into: Binary, Octal, and

Hexadecimal form, and vice versa;
5.1.2.4 Perform simple operations relating to binary
numbers (Range: Addition and Subtraction);
5.1.2.5 Explain how negative numbers are represented in
binary (2’s compliment);
5.1.2.6 Represent a negative number in 2’s compliment.
5.1.3 Data Representation
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Content:
• Different types of data.
Learning Outcomes:
22
5.1.3.1 Define the term data representation and its use
and purpose within a computerised system;
5.1.3.2 Differentiate between character storage and
numeric data storage;
T 5.1.3.3 Differentiate digital character; representation, e.g.
ASCII/UTF-8, Unicode;
5.1.3.4 Differentiate between primitive data types and
their storage (integer types, text/string types).
5.1.4 Data Structures
Content:
• Types of data structures;
• User of data structures in ICT domain.
Learning Outcomes:
22
5.1.4.1 Define the term data structures;
5.1.4.2 List and differentiate between examples of
different data structures and data organisations,
with regard to storage and representation (Range:
Files and Databases);
T 5.1.4.3 Discuss the advantages and disadvantages relating
to the use of different structure (Range: Files and
Databases);
5.1.4.4 Disuses different reasons for using data
structures;
5.1.4.5 Describe the term database management software
(DBMS) with relation to the management of
different data structures.
5.2 Principles of Digital Logic
5.2.1 Logic Design
Content:
• Boolean logic.
Learning Outcomes:
22
5.2.1.1 Define the term Boolean logic;
5.2.1.2 Explain how Boolean logic relates to
computing problems;
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5.2.1.3 Discuss how Boolean logic provide a system of

TP logical operations;
5.2.1.4 Express a Boolean algebra statement.
5.2.2 Construct Simple Logical Circuits and Validate the Solution
Content:
• Digital system concepts;
• Logical diagram;
• Truth tables;
• Logical gates.
Learning Outcomes:
22
5.2.2.1 Discuss the term logical diagram and its
purpose;
5.2.2.2 Discuss the term logical gate (Range (NOT,
AND, OR);
TP 5.2.2.3 Draw a simple logic diagram incorporating

different gates based on a scenario or
expression;
5.2.2.4 Interpret a simple logic diagram;
5.2.2.5 Discuss the term truth table and its purpose;
5.2.2.6 Draw a truth table;
5.2.2.7 Describe the operation of logic gates and
respective truth tables;
5.2.2.8 Draw a truth table for given logic circuits;
5.2.2.9 Validate a logical design (diagram) using a
truth table.
Sub- 5.3 Principles of Information Systems and Software Engineering
Topic
5.3.1 Information Systems, Information Systems Design and
Development
Content:
• Information systems.
Learning Outcomes:
22
5.3.1.1 Define the term information system;
5.3.1.2 Describe the term system development in
relation to the operations and the people
involved;
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5.3.1.3 Describe how businesses implement

T information systems (Range: Enterprise
computing systems, Transaction processing
systems, Business support systems, knowledge
management systems);
5.3.1.4 Explain how various information systems fulfil
their users’ needs;
5.3.1.5 Differentiate between the basic operations of
common systems development approaches and
the steps/phases involved (Range: Software
Development Life Cycle, Agile development
methods, Joint Application Development and
Rapid Application Development);
5.3.1.6 Describe how the information systems design
(programme development) process is initiated.
5.3.2 Software Engineering Principles
Content:
• Software engineering;
• Information systems design.
Learning Outcomes:
22
5.3.2.1 Define the term software engineering;
5.3.2.2 Explain the relationship between software
engineering and information systems design;
5.3.2.3 Differentiate between different software
T engineering tools and their purpose (Range:
data dictionary, ERD, Use cases).
Sub- 5.4 Computer Programming and Programming Languages
Topic
5.4.1 Principles of Software Development
Content:
• Software Development;
• PDLC.
Learning Outcomes:
22
5.4.1.1 Define the term programming in relation to
the software development process;
5.4.1.2 Discuss the PLDC as part of the implementation
phase of the SDLC;
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5.4.1.3 Discuss the programme development life cycle

T (PDLC) process as a six phased approach i.e;
i. Requirements Analysis;
ii. Solution design phase including a
differentiation between structured design
and object-oriented design;
iii. Validate the design;
iv. Implement the design through coding
practices;
v. Test the solution;
vi. Document the solution.
5.4.2 The Practice of, and Evolution of Computer Programming
Content:
• Programming and programming languages;
• Evolution of programming languages.
Learning Outcomes:
22
5.4.2.1 Define the term programming;
5.4.2.2 Provide a brief overview of the evolution of
programming and programming languages;
T 5.4.2.3 Differentiate between a high level and a low
level programming language;
5.4.2.4 Differentiate between Object Oriented and
Procedural Programming languages;
5.4.2.5 List examples of different programming
languages;
5.4.2.6 Differentiate between compiled, interpreted and
scripted programming languages;
5.4.2.7 List examples of languages used for web page
development;
5.4.2.8 Differentiate between sample code of
programming languages and their
implementation differences. E.g. Mark-up
languages, (HTML, XML) scripting languages e.g.
PHP, JavaScript, Interpreted Languages,
Compiled languages, Languages dependant on a
virtual machine or intermediate layer etc;
5.4.2.9 Describe the common characteristics practices
of a computer programmer.
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Topic 6 - Social Implications

6.1 Impact on Society
6.1.1 ICT Impacts Society at Large
Content:
• Use of ICT;
• ICT and Society.
Learning Outcomes:
6.1.1.1 Identify areas where ICTs influence one's life
1 and lifestyles;
6.1.1.2 Explain how ICT enhances daily living at home;
6.1.1.3 Describe how ICT enhances and impacts society
T (Range: Office practices and education, healthcare,
and government, engineering, communication in
the digital age, news transmission/delivery, video
technology and forensics);
6.1.1.4 Explain how mobile technologies impact the
emerging world;
6.1.1.5 Describe the concept of ICT related crime
(cybercrime) by referring to computer criminals
– types and what they do/how they operate;
6.1.1.6 Explain how ICTs impact on the workplace and
employment practices (Range: Mobile offices,
virtual office, decentralisation of labour, office
automation, workplace automation).
6.1.2 Modern Developments and Trends
Content:
• Emerging ICT technologies;
• ICT and human advancement.
Learning Outcomes:
6.1.2.1 Identity emerging technologies and their possible
1 impact on society;
6.1.2.2 Explain how emerging technologies could impact
future developments of other technologies;
T 6.1.2.3 Describe the influences of computer and mobile

technologies on society due to globalising trends
(Range: Online services (online banking, booking
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reservations, e-learning), video conferencing,

interactive whiteboards, online banking, cell
phone banking and social websites e.g. Facebook);
6.1.2.4 Discuss how the advancement of ICT affects the
human race e.g. (Computers providing solutions
to issues of national and international
importance such as weather, elections and
census).
6.1.3 ICT and the Impact on the Economy
Content:
• Economy and ICT related issues.
Learning Outcomes:
22
6.1.3.1 Define the term economy;
6.1.3.2 List and describe some areas where ICT impacts
the economy with regard to growth and
development;
T 6.1.3.3 Discuss the economic reasons for using
computers (Range: Saving paper, labour,
communication costs, efficiency, accuracy and
reliability).
6.1.4 ICT and the impact to people with disabilities
Content:
• ICT’s supporting the disabled.
Learning Outcomes:
22
6.1.4.1 Explain how ICT technologies are adapted to
support people with living with disabilities with
regard to support and accessibility;
6.1.4.2 Discuss the options available for enhancing
T accessibility such as speech recognition, screen
readers and magnifiers, on-screen keyboards,
screen, mouse and keyboard settings.
6.1.5 Cyber Crime
Content:
• Different type of cyber crime.
Learning Outcomes:
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22
6.1.5.1 Define the term cyber crime;
6.1.5.2 Differentiate between different computer
criminals (Range: Hackers, crackers, cyber gangs
and virus authors);
T 6.1.5.3 Discuss different types of cyber crimes;
6.1.5.4 Discuss the effect of cyber crimes;
6.1.5.5 Discuss Computer based crimes such as
hardware, software, information, identity theft,
bandwidth theft, theft of time and services;
6.1.5.6 Discuss internet-related fraud scams;
6.1.5.7 Discuss internet attacks (Range: worms, virus,
denial of service, back doors and ransom ware);
6.1.5.8 Explain the concept of unauthorised remote
control and administration, e.g. botnets,
zombies;
6.1.5.9 Differentiate between the right to access vs. right
to privacy, misuse of personal information;
6.1.5.10 Discuss some safeguards against computer
crimes, threats and criminals.
Sub- 6.2 Legal, Ethical and Security Issues
Topic
6.2.1 Legal Issues Relating to the Use of ICT
Content:
• ICT legal issues;
• Cybercrime.
Learning Outcomes:
6.2.1.1 Describe the concepts Software piracy, licensing
1 and intellectual property;
6.2.1.2 Describe the concept of the user’s ability and
responsibility to be able to recognise and
T acknowledge the ownership of electronic

material (posts and emails and other digital
content);
6.2.1.3 Explain the concept of Information accuracy and
discuss its importance and relation to potential
legal issues;
6.2.1.4 Discuss the concept of computer related crimes
in relation to hardware, software, information,
identity, bandwidth theft, theft of time and
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services. E.g. (Internet-related fraud scams,

Internet attacks, Taking over PCs, e.g. bots,
zombies, Right to access vs right to privacy,
Misuse of personal information).
6.2.2 Ethical Issues Relating to the Use of ICT
Content:
• Ethical use of networks and computers;
• Information privacy.
Learning Outcomes:
22
6.2.2.1Describe the concept of the ethical use of
computers, care of PC system and storage
devices;
6.2.2.2 Discuss the use and application of appropriate
communication etiquette;
T 6.2.2.3 Discuss the concept of social engineering;
6.2.2.4 Explain the concept of Ethical use of networks
and acceptable use policies of companies and
institutions;
6.2.2.5 Discuss the concept of privacy with reference
to concepts such as spyware, adware, role of
databases and respecting the privacy and
products of others;
6.2.3 Risks and Security Related Issues With Regard to the Use of ICT
Content:
• Cyber threats;
• ICT risks;
• Networking;
• Safeguards.
Learning Outcomes:
22
6.2.3.1 Define the terms: risk, threat and security with
regard to ICT technologies;
6.2.3.2 Explain the terms risk, threats and security
issues by providing examples;
T 6.2.3.3 Explain and differentiate between the concepts
of: Viruses, trojans, worms, hoaxes, spam,
ransomware, phishing, e-mail spoofing and
pharming;
6.2.3.4 Explain the potential risks involved with the
use of email and the internet. (dangers and tips
to ensure safe use);
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6.2.3.5 Discuss different methods and options

available for protecting computerised
hardware and software against potential risks
and threats;
6.2.3.6 Explain the concepts of network safety and the
related security issues with regard to
unauthorised access and the ethical use of
networks;
6.2.3.7 Discuss the concepts of computer and human
error and the effects thereof such as accuracy
and validity with regard to data input and the
subsequent results produced. Range: Data
types used, e.g. , database, Verification and
validation of data, e.g. database, Software bugs,
hardware failure.
Sub- 6.3 Health and Ergonomic Issues
Topic
6.3.1 ICT’s and Health Related Issues
Content:
• Use of ICT’s and personal health.
Learning Outcomes:
6.3.1.1 Explain how the use of ICT’s impacts the health
1 of the individual user as well as that of the
broader community;
T 6.3.1.2 List areas where ICT could positively and

negatively impact a user’s health;
6.3.1.3 Discuss some precautionary measures which
could be applied to limit the potential negative
impact of ICT’s on a person’s health.
6.3.2 Ergonomic Issues
Content:
• Ergonomics.
Learning Outcomes:
22
6.3.2.1 Define the term ergonomics;
6.3.2.2 Explain how the concept of ergonomics
impacts the design of ICT tools and hardware;
T 6.3.2.3 Discuss some important ergonomical
considerations relating to the use of ICT tools.
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Sub- 6.4 Environmental Issues

Topic
6.4.1 Impact of the Use of ICT on the Environment
Content:
• ICT and the environment;
• Green computing.
Learning Outcomes:
6.4.1.1 Define the term green computing;
1 6.4.1.2 Define the term e-waste;
6.4.1.3 Discuss how the use of ICT’s impacts the
T environment with regard to e-waste
management and green computing;
6.4.1.4 Explain how the environmental impact of the
use of computers could be reduced.
6.4.2 Responsible Use of Computers
Content:
• Impact of computers to the environment.
Learning Outcomes:
22
6.4.2.1 Describe the role of the user in relation to
the impact towards the environment;
6.4.2.2 Discuss how an individual user could make a
difference;
T 6.4.2.3 Discuss how organisations could make a
difference to limit the impact on the
environment.
6.5 Careers in ICT
6.5.1 ICT Careers
Content:
• ICT careers;
• ICT skills and opportunities.
Learning Outcomes:
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6.5.1.1 Define the term ICT-related career;

1 6.5.1.2 Describe examples of ICT-related careers
(Range: General business context, organisational
IT departments, computer hardware field,
T computer software field, computer service and

repair field, communication and network related
fields, education and training fields, IT
consultant (development, design and analysis,
and testing), and the use of computers and
technology for automation purposes in the
industry.
6.5.2 Training and Certification
Content:
• ICT certification.
Learning Outcomes:
6.5.2.1 Define the term ICT certification;
22 6.5.2.2 List examples of ICT certification qualifications
and their impact towards career development;
6.5.2.3 Discuss the common characteristics and skills
T required to become a professional ICT
specialist.
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Appendices
Suggested structure of exam papers and weighting of questions and mark allocations
Paper 1: One 3-Hour Written Paper of 180 Marks

Main Topic Area / Section Sub-Topics (Broad Content) Suggested Mark
Allocation Per
Topic in Paper 1
Systems Technologies • Concepts of Computing 20
• Hardware
• Software
• Computer Management
Solution Development • Generic Problem-Solving principles: 15
• Algorithms;
• Evaluations of pseudo code;
• Determine the output;
• Database related content.
Network Technologies • Introduction to networks and 10
communications
• Use of networks
Internet Technologies • Internet and World Wide Web 15
• Internet Service Technologies
• Principles of web page development
Information Systems • Data and Information Representation 20
• Principles of digital logic and systems 20
• Principles of information systems and 10

software engineering
• Theory of Computer Programming and 10
Programming languages
Social Implications • Impact on Society 10
• Legal and Ethical and Security Issues
• Health and Ergonomic Issues
• Careers in ICT
Integrated Scenario This section is based on a single scenario and 20
will be aligned to all the topics.
This section will also assess the
understanding of these technologies to make
informed decisions in a real-life end-user
scenario, ranging from choices of technology
to its responsible use.
TOTAL 150
78
.
Paper 2: One 4-Hour Practical Computer Based Paper of 150 Marks

Suggested Mark Allocation
Main Topic Area Sub-Topics (Broad Content) Suggested Mark

Allocation Per
Topic in Paper 2
Solution Development • Word Processing 20
• Spreadsheets 40
• Databases 30
• Presentation software 10
• Problem-Solving and Introduction to 60
Computer Programming
• One question where a complete
solution should be developed +/-
30 Marks
• One question where adaptations
or alternates are to be made to
the given solution or partial
solution +/- 15 Marks
• One question on a very basic
level, based on lower order
skills. (Recall an algorithm etc.)
+/- 15 Marks
• HTML / Web page 15
Integrated Problem • Integration and application of 20
techniques, knowledge and
procedural skills to new situations
TOTAL 180
79
.
Access to Students With Disabilities

Students with disabilities should not be discouraged to enrol for the subject.
According to a report released by the UN (2013:1) entitled “ICT Opportunity for a Disability-
Inclusive Development Framework”, it is emphasised that: “the use of Information and
Communication Technologies (ICTs) allow the removal of many of the remaining barriers faced
by persons with disabilities. With ICTs increasingly integrated into every aspect of the modern
world, these ubiquitous technologies have become a positive force of transformation and a
crucial element of any personal development/empowerment and institutional framework for
inclusive development.” 1
Various diverse assistive technologies are available for use by persons with disabilities. Tools
exist to facilitate, enhance and assist people with hearing disabilities, the visual impaired and
blind. (One such tool is the JAWS screen reader for visually impaired or blind students) Students
with limited motor skills and movement could also use adapted hardware.
Recommendation Towards the Standardisation of Software Tools

The software tools used for the ICT curriculum should be standardized as follows:
• Programming Content;
• Scratch.
• Applications;
• MS Office, latest two version available.
• Webpage development;
• Notepad++.
Using a variety of software tools to implement the curriculum complicates the synchronization
of the differences and complexities of the various tools when conducting a national examination.
The complexity and synchronisation is affected in terms of the balancing of the cognitive
difficulty levels of the questions, as well as technical problems that may arise by not using the
same tool and or version.
Non-standardisation also impacts on issues such as:
• Teacher training;
• Resource and LTSM development;
• Migration of Students.
1 UN (United Nations), 2013. The ICT Opportunity for a Disability-Inclusive Development Framework
[Online] Available at: www.itu.int/accessibility [Accessed: 2015/06/05]
80
.
81
.
82
.
83
.
84

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INFORMATION AND COMMUNICATION TECHNOLOGY

INFORMATION AND COMMUNICATION TECHNOLOGY

Department Higher Education and Training

Cape Town Office

Design and Layout by: Mzelers Media. www.mzelers.com

INFORMATION AND COMMUNICATION TECHNOLOGY

Section 1: Subject Introduction 4

Weighting of the Levels and Cognitive Demand 8

Physical Subject Requirements 10

Generic Subject Background 11

Practical and Theoretical Subject Content 12

Subject Topics, Sub-Topics and Weighting 13

Time Allocation (Study Hours) 14

Solution Development - Software Packages (Integrated Teaching Approach Guidelines) 17

Detailed Topic Content and Curriculum 19

Topic 1 - Systems Technologies 19

Topic 2 - Solution Development 33

Topic 3 - Network Technologies 58

Topic 4 - Internet Technologies 60

Topic 5 - Information Systems 66

Topic 6 - Social Implications 71

Paper 1: One 3 - Hour Written Paper of 180 Marks 78

Paper 2: One 4 - Hour Practical Computer-Based Paper of 150 Marks 79

Access to Students With Disabilities 80

Recommendation Towards the Standardisation of Software Tools 80

INFORMATION AND COMMUNICATION TECHNOLOGY

Section 1: Subject Introduction

Bridging the Digital Divide

Human Computer Interaction

Exposure to and Appreciation of Information and Communication Technology

Figure 1: Main topic areas for the ICT subject.

INFORMATION AND COMMUNICATION TECHNOLOGY

Figure 2: Position of ICT as a subject.

Knowledge Use Creation

Figure 3: Cognitive Complexity

INFORMATION AND COMMUNICATION TECHNOLOGY

• Use end-user software applications proficiently to produce solutions to problems within

INFORMATION AND COMMUNICATION TECHNOLOGY

ICT Exit-Level Outcomes

Use a range of tools and ICTs, including, where

Critically investigate and analyse a problem, using a wide

3 range of sources, and clearly communicate a solution in

4 Critically evaluate a solution to a particular problem.

Figure 4: ICT Exit-level outcomes.

INFORMATION AND COMMUNICATION TECHNOLOGY

Weighting of the Levels and Cognitive Demand

Domain Level 1 Level 2 Level 3 Level 4

20% 30% 25% 25%

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

Table 1: Taxonomy and Weighting of outcomes.

INFORMATION AND COMMUNICATION TECHNOLOGY

INFORMATION AND COMMUNICATION TECHNOLOGY

Physical Subject Requirements

INFORMATION AND COMMUNICATION TECHNOLOGY

INFORMATION AND COMMUNICATION TECHNOLOGY

INFORMATION AND COMMUNICATION TECHNOLOGY

Subject Topics, Sub -Topics and Weighting

Main Topic Area Sub-Topics Sub-Topic Weighting Resources