Contents

Page

Foreword Rukun Negara National Philosophy of Education Introduction Aims and Objectives Implementation in School ICTL Framework Content Specification Teaching and Learning Modules Preliminary Module A Module B Module C Module D Module E Module F Module G Module H Module I Module J Assessment Preliminary Sample 1 Sample 2

i ii iii 1 2 3 4 5

Monitor Keyboard Supportive Hardware Operating System Text Utility/Software Graphic Utility ReadPlease HangMan Learn Letters Custom Test

13 15 23 31 38 46 56 72 86 96 102 114 116 126

Malaysia intends to transform its educational system, in accordance with the nations drive to realize Vision 2020. This vision calls for continued, productivity-driven growth, which will be achievable only with a technologically literate, critically thinking work force equipped to participate fully in the global economy of the 21st century. In line with this new development, many ICT programmes have been introduced in schools. These programmes have expanded through the Ministrys computer laboratory projects implemented in schools throughout Malaysia. Through these programmes, all pupils in primary and secondary schools are able to acquire ICT skills, which will prepare them for the challenges of the Information Age. The ICTL programme for primary schools has been implemented for Year 1 in 2005. It will progress in stages until the pupils reach Year 6. This programme consists of a new educational approach, which aims at preparing the child for the logic, the concepts and the way of reasoning imposed by the use of technologies and communication. In this respect, the Curriculum Development Centre has produced this teaching guide entitled ICT Literacy for Primary School: Teaching Guide to assist teachers in carrying out this programme and providing a variety of methods for teaching and learning in the classroom. In implementing this programme, teachers must have a clear and thorough understanding of what ICTL is all about. They also need to equip themselves with sufficient ICT knowledge to assist the pupils effectively. In conclusion, the Curriculum Development Centre would like to extend its appreciation to all individuals who have sacrificed their time and energy in making the ICTL programme a success. It is our hope that the teaching guide benefits all teachers who will be teaching this new programme.

(MAHZAN BIN BAKAR SMP,AMP) Director Curriculum Development Centre Ministry of Education MALAYSIA

RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung citacita untuk mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil bagi kemakmuran negara yang akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi kebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progesif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and nation at large.

INTRODUCTION

The importance of information and communication technology (ICT) worldwide has placed special emphasis on the varied roles of ICT in education. ICT is used as a tool for teaching and learning. It also serves as a means to increase productivity and efficiency of educational institutions. Furthermore, ICT offers a cluster of basic generic skills necessary for all students in their educational pursuit. As such, there is much endeavour by the Ministry of Education to make available ICT facilities for all students. This is also a step towards closing the digital divide between those who have and those who cannot afford to enjoy such technology. A well-accepted and sound practice in education is to utilise ICT as a vital pedagogical tool to spearhead the efficacy of teaching and learning. ICT helps transform learning within the confines of printed books and classroom walls to learning from a plethora of enriched environment beyond school. Although there is debate on the danger of technology learning at the expense of authentic learning, such concern is unfounded. As a tool and enabler, ICT cannot replace but augment meaningful learning. ICT Literacy (ICTL) for Primary School is a programme designed to lay the foundation for all students to develop their ICT capabilities in future years. Here, basic ICT skills are packaged in various teaching and learning modules appropriate for students according to their primary school year level. ICTL programme contains ICT skills that are fundamental and necessary in order to use computer hardware and software applications. Similar to numeracy skills, these basic ICT literacy skills are delineated to ensure students acquire a minimum content of functional knowledge and understanding of ICT. Although the integrated approach can be adopted to infuse the learning of ICT into the curricula of existing school subjects, ICTL programme is developed as a separate package. Such a move ensures all students, starting from primary school year one, are provided allotted school time to learn and master these ICT literacy skills. The ICTL Teaching Guide provides teachers information on the scope and depth of ICTL content to be learned for a particular primary school year. The content specifications describe the learning areas, learning outcomes and suggested learning activities. The teaching guide also contains relevant teaching and learning modules to assist the teacher in implementing the programme. The modules for Primary Year 2 build on and extend upon the skills introduced in Year 1. Where appropriate, these modules are also differentiated by tasks and learning outcomes to accommodate students of differing abilities. Furthermore, where certain students may require more teacher guidance, the teacher is encouraged to use his or her discretion to facilitate students learning of the ICT skills.

The primary school system comprises two stages of schooling, Stage 1(Year 1, Year 2 and Year 3) and Stage 2 (Year 4, Year 5 and Year 6). Stage 1 AIM The aim of ICT Literacy Programme for Stage 1 is to enable pupils to use basic computer applications and devices.

OBJECTIVES By the end of the programme, pupils should be able to: identify the main parts of a computer system explain the concept of operating system and computer application use basic operating system and computer application use function keys on a keyboard use basic typing techniques do basic maintenance work

Stage 2 AIM The aim of ICT Literacy Programme for Stage 2 is to enable pupils to master the use of basic computer applications, Internet skill and webpage building.

OBJECTIVES By the end of the programme, pupils should be able to: perform the steps in maintaining computer system and handling data use computer in proper manners develop a basic webpage carry out internet activities abide by and practise netiquette and copyright policy

IMPLEMENTATION IN SCHOOL

ICTL programme in national (SK) and national type schools (SJK) is introduced after the Transition Programme in Year 1. The programme is implemented from Year 1 to Year 6, for 780 minutes per year in a continuous three-month duration. Two periods or 60 minutes of the timetable are allocated for this programme. This programme is to be carried out during the English period for SK and the Pupils Own Language (mother tongue) period for SJK. TEACHING AND LEARNING APPROACH The success of the programme depends highly on teachers readiness and the availability of ICT facilities. For Year 2 pupils, teachers need to supervise the pupils during computer classes. With appropriate pedagogies and approaches, pupil interaction with the computer will be enhanced. To ensure maximum pupil interaction with computers, teachers should switch on the computers before pupils enter the class. ASSESSMENT This teaching guide provides recommended practices for teachers to conduct school based assessment. In assessing the pupils, both formative and summative assessment methodologies are used. Each module ends with an assessment task. Teachers can duplicate and distribute the task for pupil completion. Pupils will be assessed for the competencies outlined in the learning outcomes of the individual modules. Teachers will grade these tasks that will form part of the pupils portfolio.

THE ICTL FRAMEWORK The content of ICTL programme includes topics on Computer Lab Management, Computer Hardware and Computer Software, Computer Maintenance, Internet, and Webpage. Stage 1 pupils will acquire basic knowledge in Computer Lab Management, Computer Hardware and Computer Software. Pupils in Stage 2 will also acquire knowledge in Computer Lab Management, Computer Hardware and Computer Software, but at a much higher level. In addition, they will also be exposed to suitable learning experiences on the Internet, Computer Maintenance and Webpage.

Stage 1 COMPUTER LAB MANAGEMENT Computer Lab Location Computer Lab Plan Computer Lab Organisation COMPUTER HARDWARE Computer Parts Alphabet and Numeric Keys Function Keys Input and Output Devices COMPUTER SOFTWARE Operating System/ Application Software

Stage 2 COMPUTER LAB MANAGEMENT Advance Computer Lab Management COMPUTER HARDWARE Computer Parts and Components Alphabet and Numeric Keys Function Keys Input and Output Devices COMPUTER SOFTWARE Operating System Application Software INTERNET Netiquette Search Engine E-Mail MAINTENANCE Virus Scan Disk Defragmentation Drive Clean Scandisk WEBPAGE Creating Webpage

The ICTL content specifications contain the basic requirements for primary school pupils to attain computer literacy. The level of literacy differs from year to year as children progress from Year 1 to Year 6. Some topics will be repeated with differing levels of complexities.

What is it ?

This Content Specifications cover three main domains. The domains covered are Computer Lab Management, Computer Hardware and Computer Software. Each domain is further divided into various learning areas.

How is it organized?

The domain is presented in three sections. The sections are Learning Area, Learning Outcomes and Suggested Learning Activities. The activities suggested in the Suggested Learning Activities section are only suggestions or recommendations by the Ministry. Teachers can devise their own activities if necessary. However, teachers have to adhere to the topics and content prescribed in the specifications. The Ministry of Education teaching and learning modules are meant to serve as a guide for teachers. These modules are developed with the aim to help teachers deliver the specified knowledge to pupils effectively. Teachers are encouraged to produce learning modules suited to pupils' ability as well as devise innovative activities that develop pupils thinking skills. What should we do?

COMPUTER LAB MANAGEMENT

Learning Area 1. Computer Lab Plan 1.1 Who is your friend? Learning Outcomes

YEAR 2
Suggested Learning Activities

1.1.1 State the name of a friend sitting beside or nearby. 1.1.2 Identify the workstation. 1.1.3 Practise tolerance and cooperation.

Label the layout of the computer lab on the plan provided. State pupils seating position in the ICT lab on the plan provided. Take turns to use the computer in groups.

1.2 Workstation Arrangement (Location of Computers in the Lab)

1.2.1 Identify the workstations in the lab. 1.2.2 Identify teachers computer and server. 1.2.3 Rearrange the chairs before leaving the computer lab.

Count the number of pupils workstations. Label the workstations used in the plan provided. State the location of teachers computer and server. Draw the location of the workstation. Make sure the pupils remain in the same group or workstation as labelled by the teacher or lab coordinator.

Learning Area 2. Computer Lab Organisation 2.1 Responsibility of a Computer User.

Learning Outcomes

Suggested Learning Activities

2.1.1 List the duties and responsibilities of lab committee members. 2.1.2 State the rules of using computers. 2.1.3 Follow the rules of using computers. 2.1.4 State the pupils duty according to the lab duty roster.

Match the duties to the lab committee members in the organisation chart. Sequence the rules of the computer lab provided in the chart.

2.2 Computer Class Timetable Punctuality

2.2.1 Identify the days to use the computer lab. 2.2.2 State the days when they are not using the computer lab. 2.2.3 State the importance to abide by the timetable. 2.3.1 State the importance of respecting others rights. 2.3.2 Practise tolerance and cooperation. 2.4.1 Identify the log books. 2.4.2 Study the contents of the log books. 2.4.3 Record details properly and neatly. 2.4.4 Handle the log books with care.

Colour the correct boxes according to their computer lab timetable. List the other classes in the timetable.

2.3 Sharing Respect Others

Identify the values of tolerance and cooperation.

2.4 Log Books: Computer Lab

Look at the samples of log books in the lab. Record details in the workstation log book.

COMPUTER HARDWARE
Learning Area 1. Monitor 1.1 Switch 1.1.1 Switch on and switch off the monitor. 1.1.2 Maintain the cleanliness of the computers. 1.2 Monitor Display Control 1.2.1 Use the buttons and identify their functions. 1.2.2 Press the button as instructed by the teacher. Learning Outcomes

YEAR 2
Suggested Learning Activities

Label the switch button on the diagram in a worksheet provided. Switch on and switch off the monitor carefully. Try each button to know the function with the teachers guide. Match the buttons to their functions in the diagram. (Module A- Monitor)

Learning Area 2. Keyboard 2.1 Arrows, Caps Lock, Shift and Tab keys.

Learning Outcomes 2.1.1 State the functions of the Arrows, Caps Lock, Shift and Tab keys. 2.1.2 Use correct position of fingers on the keyboard. 2.1.3 Press the keys carefully.

Suggested Learning Activities State the positions and functions of the Arrows, Caps Lock, Shift (Module B) and Tab keys. Colour the keys in the diagrams provided.
Note: Module Freeware Typing Skill Year 1 can be used to gain the skills.

3. Mouse 3.1 Types of Mouse 3.1.1 Name the types of Mouse. 3.1.2 Use the mouse pad as a means to maintain the mouse in good condition. 3.2.1 Click and drag the mouse correctly. 3.2.2 State the effect of Click and Drag.

3.2 Click and Drag

Name the types of Mouse in the diagrams. (E.g. Two Button Mouse, Scroll Mouse, Optical Mouse and Cordless Mouse) Show how to click and drag. Perform click and drag activities.

4. Central Processing Unit (CPU) 4.1 Function and Location of the Switch 4.1.1 Switch on. 4.2 CD Drive and Floppy Drive Switch on the CPU correctly. Demonstrate how to insert and eject the CD from the drive according to the correct procedures. Store the CD and diskette in a suitable and safe place.

4.2.1 Insert and eject the CD or diskette correctly. 4.2.2 Maintain the CD and diskette in good condition.

Learning Area 5. Automatic Voltage Regulator (AVR). 5.1 Functions of AVR 5.2 Plug and Switch

Learning Outcomes

Suggested Learning Activities

5.1.1 State the functions of AVR. 5.2.1 State the importance of unplugging the AVR. 5.2.2 State the position of the AVR switch.

Discuss the functions of AVR. Solve a jigsaw puzzle of an AVR picture provided. Discuss the plug and AVR switch function. Switch on/off the AVR. Discuss the function of the speaker, headphone and microphone. Match the functions to the devices.

6. Computer Peripherals 6.1 Functions Output Devices Input Devices 6.2 Switch

6.1.1 State the functions of the speaker, headphone and microphone. 6.1.2 Use the speaker, headphone and microphone.

6.2.1 Switch on and switch off the speaker. 6.2.2 Adjust the volume level. 6.2.3 Tune the volume to a suitable level.

Switch on/off the speaker. Adjust the volume level accordingly. Use the microphone to record and headphone to listen to ones voice. (Module C- Supportive Hardware)

COMPUTER SOFTWARE
Learning Area 1. Operating System 1.1 Operating System 1.1.1 1.1.2 1.1.3 1.1.4 Learning Outcomes

YEAR 2
Suggested Learning Activities

1.1.5

Identify the OS (Operating System) used. Identify the desktop display of different OS. Shut down the computer properly. Explain the implication of not shutting down the computer properly. Open and close a programme according to the procedures.

Start the OS according to the procedure. Get to know the OS. Introduce other operating systems by showing the interface(e.g: windows 98 / 2000). Say what is shown on the monitor display (desktop). Move the mouse to the menu, icon, and shortcut. Open and close programme activities using different methods such as using menu, Taskbar, icon and shortcut.

1.2 Icon and Button Function 1.2.1 Identify menu bar functions and icons. 1.2.2 State the functions of Minimize, Maximize and Close buttons. 1.2.3 Close the existing programme according to the procedures. 1.2.4 Left click, right click and double click the icon on the desktop. 1.2.5 Use the computer carefully. 2.1.1 State the functions of text utility. Use the Start button and the programme in it. Demonstrate the usage of Minimize, Maximize and Close buttons. (Module D- Operating System) Demonstrate how to close an existing programme according to procedures. Discuss the implications if the computer is not properly shut down.

2. Text Utility / Software Application

2.1 Save and Exit

2.1.2 Open and close the programme. 2.1.3 Type simple sentences using the correct typing skill. 2.1.4 Save a new file in the diskette. 2.1.5 Open the existing document.

Brainstorming on the functions of Text Utility. Type words as instructed by the teacher using the correct position of fingers on the keyboard. Open and save in diskette by using the icons in the toolbar.

2.2 Editing

2.2.1 Edit the text.

Correct the spelling, change the font size, and edit the texts typed. (Module E- Text Utility/Software)

2.3 Graphic Utility

2.3.1 State the functions of graphic utility. 2.3.2 Edit graphics. (Cut, Drag and Drop)

3. Courseware 3.1 Courseware for Year 2 3.1.1 Open the courseware (interactive CD). 3.1.2 Follow instructions using the courseware. 3.1.3 Close the courseware.

Explain the functions of the graphic utility. Cut, Drag and Drop activities in Paint to edit the picture provided. **Example of graphic utility is Paint. (Module F- Graphic Utility) Carry out programme in a CD. Take out the CD from the drive and store in a case. Keep in a safe place.

The ICTL Programme for Year 2 will further extend basic computing skills among the pupils. It is appropriate to focus on extending computing skills as a continuation from Year 1 to further develop pupils interest in computer use. Apart from developing interest, the programme aims to enable the pupils to know and use the computers to help them in their daily lives.

Schools throughout the country are equipped with computers which are pre-installed with word processing programmes such as Microsoft Word, WordPad and basic graphic utility programme such as Paint. For the purpose of the Year 2 ICTL programme, the pupils will further explore WordPad and Paint. In addition, the teaching of other word processing and graphic utility programmes is also encouraged as long as the teachers adhere to the guidelines supplied.

For the word processing modules, teachers may choose from the WordPad or Microsoft Word modules supplied in this guidebook. The graphic illustrations presented will help the classroom instructors to compare and explain these modules more clearly.

This teaching and learning module serves as a guideline for teachers to help them teach the necessary ICT skills more effectively. Teachers are also encouraged to apply suitable teaching methods and approaches in the classroom.

It is hoped that the teachers would be able to effectively train the pupils in the ICT skills using this module.