Web Page Designing Level 2

WEB PAGE DESIGNING CURRICULUM
LEVEL TWO
ITI20209
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W. I.
This material is protected by copyright ©. Copying this material or any part of it by any
means, or in any form, including digital is prohibited, unless prior written permission is
obtained from the HEART Trust/NTA.
*** 2010 ***

WEBPAGE DESIGNING LEVEL TWO
The WEBPAGE DESIGNING LEVEL TWO Curriculum is designed to provide

trainees with the requisite competencies (knowledge, skills and attitudes) to
perform job functions at this level, and allows for some amount of responsibility
and automony at the workplace. The curriculum also incorporates competencies
that are needed for advancement into higher level training programmes in the
occupational area. Trainees who successfully complete this curriculum are
eligible for entry into such programmes.
Trainees completing this Level Two Curriculum must also acquire the requisite
English Language and Mathematics competencies prescribed in the Language
and Communication Level Two Curriculum and the Calculation and
Computation Level Two Curriculum.
TABLE OF CONTENTS
PAGES
INTRODUCTION.......................................................................................................................... i
MODULE HOURS ...................................................................................................................... iv
MODULE 1 DISPLAYING WORKPLACE SAFETY AND TEAM ETHICS ........ 1
Unit One Apply Occupational Health and Safety Procedures ................................... 1
Unit Two Work Effectively in an Information Technology Environment ................... 6
Unit Three Communicate in the Workplace ................................................................ 11
Unit Four Participate in a Team or Individually to Achieve OrganisationalGoals .. 16
References ..................................................................................................................................... 20
MODULE 2 OPERATING COMPUTER SYSTEMS .............................................. 21
Unit One Operate a Personal Computer .................................................................. 22
Unit Two Operate Computing Packages .................................................................. 27
Unit Three Connect Hardware Peripherals ................................................................ 31
Unit Four Install Software Applications .................................................................... 37
Unit Five Maintain Equipment, Consumables and Software Inventory ................... 41
References ..................................................................................................................................... 45
MODULE 3 ACCESSING THE INTERNET ............................................................ 46
Unit One Send and Retrieve Information via the Internet ........................................ 46
Unit Two Locate and Evaluate Online Information ................................................. 51
References ..................................................................................................................................... 56
MODULE 4 USING COMPUTING PACKAGES .................................................... 57
Unit One Operate a Word Processing Application (Basic)...................................... 57
Unit Two Operate a Word Processing Application (Advance) ................................. 63
Unit Three Design Organizational Documents using Computing Packages .............. 67
References ..................................................................................................................................... 72
MODULE 5 OPERATING SOFTWARE APPLICATIONS ................................... 73
Unit One Operate a Spreadsheet Application (Basic/Advance) ............................... 73
Unit Two Operate a Presentation Package (Basic) .................................................. 80
Unit Three Operate a Presentation Package (Advance) ............................................. 85
Unit Four Use Advanced Features of Computer Applications .................................. 90
References ..................................................................................................................................... 95
MODULE 6 CREATING WEB PAGES .................................................................... 97
Unit One Create a Simple Mark-Up Language Document ...................................... 97
Unit Two Developing Cascading Style Sheets (CSS) ............................................. 104
Unit Three Create Web Pages with Multimedia ....................................................... 111
References ................................................................................................................................... 117
MODULE 7 DESIGNING CONTENT FOR WEB PAGE .................................... 119
Unit One Write Content for the World Wide Web .................................................. 119
Unit Two Develop Web-Site Information Architecture ........................................... 124
Unit Three Use a Web Authoring Tool to Create a Simple Web Page ..................... 128
Unit Four Apply a Web Authoring Tool to Develop a Web Document.................... 132
References ................................................................................................................................... 138
APPENDIX A ..................................................................................................... Qualification Plan

NVQ-J ITI20209
INTRODUCTION
HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional materials in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Education and Training towards
competency-based training and performance based assessment. Competency by its definition
relates to the ability to demonstrate the requisite knowledge, skill and attitudes in carrying out/
performing a specific task at an acceptable level.
This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Web Page Designing Level Two of the Information Technology and
Communication Industry developed by the National Council on Technical Vocational Education
and Training (NCTVET). Modules cover major areas of competencies and are an organized
group of “learning experiences assembled to achieve a specific group of related objectives.”1
Each modular unit is designed to be self-contained so that the successful completion of training
in a modular unit would ensure the acquisition of the minimum skill levels for performing the
activity under employment conditions. The modular training system allows for the continuous
adaptation of training programmes and independent units can be combined to suit the needs of
individual learners, technical development and to reflect changes in the occupation
MODULE FORMAT
Each module comprises the following components:
Module Objective
The module objective gives an overview of the module and highlights what the learner must be
able to do in order to demonstrate competence.
Knowledge Requirement
This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge which must be applied in the performance of the practical
activities.
Performance Requirement
This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.
1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)
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Attitudinal/Employability Skills Requirement
This aspect focuses on the appropriate types of attitudes and behaviours that the learner must
employ in carrying out the specific learning activity.
Related Content
This aspect highlights specific information/content pertinent to the knowledge requirement.
Instructional Strategies (Methods and Media)
This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.
Demonstrations On-the-job training DVD

Illustrated lectures Role-play CDs
Guided practice Subject matter experts Videos
Tutoring/coaching Discussions Document Cameras
Individual training Individual study Multimedia
Case studies Study/field trips Podcasts
Panel discussions Audio tapes Blogs
Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.
References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials in which content have been found to be compatible with course
requirements. The selection is not exhaustive and facilitators/learners are encouraged to make
use of other reference materials which support the competency-based mode of the curriculum.
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NOTE
Assessment Statement
For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Web Page
Designing level two developed by the National Council on Technical and Vocational Education
and Training (NCTVET).
Assessment may include: on the job, off the job, or a combination of both and should be flexible,
valid and fair. The modes of assessment may include but are not limited to:
 Direct observation
 Oral questions
 Written tests
 Case studies
 Portfolios
 Practical exercises
 Rating sheets
 Self-evaluations
NOTE TO THE FACILITATOR
The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.
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MODULE HOURS
MODULE 1……………………………………………………………… 40 HRS
MODULE 2………………………………………………………………. 65 HRS
MODULE 3………………………………………………………………. 50HRS
MODULE 4………………………………………………………………. 60 HRS
MODULE 5………………………………………………………………. 50 HRS
MODULE 6………………………………………………………………. 100 HRS
MODULE 7………………………………………………………………. 65 HRS
TOTAL MODULE HOURS ………………………………………………….. 430 HRS
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MODULE 1 DISPLAYING WORKPLACE SAFETY AND TEAM
ETHICS
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITICOR0021A, ITICOR0031A,

ITICOR0041B and ITICOR0051A. It consists of four units and is designed to enable learners to
develop the requisite knowledge, skill and attitude to display workplace safety and team ethics.
Unit One focuses on identifying and documenting major causes of accidents, determining
Occupational Health and Safety issues, dealing with emergency situations, updating knowledge
of Occupational Health and Safety requirements and applying principles of ergonomics to reduce
the risk of repetitive strain injury such as eye, wrist and back strain.
Unit Two highlights how to comply with general IT policies and procedures, promote the
organization and IT department, and identify information technology equipment/software as well
as identifying operating systems.
Unit Three focuses on delivering support to clients, responding to clients’ complaints, receiving
and conveying information and ideas to people, recording and documenting information,
processing oral and written communication, solving basic problems, as well as providing
customer service.
Unit Four deals with establishing own work schedule, participating in team structure, seeking
assistance when necessary as well as providing feedback.
Suggested Module Time: 40 Hours
UNIT ONE APPLY OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
EXPECTED OUTCOMES
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module.
1. Outline health, safety and security procedures
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MODULE 1 DISPLAYING WORKPLACE SAFETY AND TEAM ETHICS
Knowledge Requirement (Cont’d)
2. Identify breaches of health, safety and security procedures
3. Discuss the importance of reporting any suspicious behaviour, packages or OH&S

occurrences to designated person(s)
4. Examine the process of dealing with emergency situations/procedures
5. State appropriate authorities to seek assistance from during an emergency
6. Discuss the need to report emergency situations
7. State how information relating to Occupational Health and Safety regulations are
obtained
8. Identify appropriate personal attire regarding workplace environmental and health and
safety issues
9. Outline detailed information on ergonomic issues
10. Explore the risks of Repetitive Strain Injuries (RSI) in an IT environment
The following are specific tasks that learners must perform to the required standards.
1. Identify and document major causes of accidents
2. Deal with emergency situations
3. Update knowledge of Occupational Health and Safety requirements
4. Apply ergonomic principles
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Attitudinal/Critical Employability Skills Requirement
The following are critical attitudes/behaviours that learner must employ in carrying out the
learning activities.
1. Safety-consciousness in Health and Safety
2. Promptness in dealing with emergency situations
3. Responsiveness to emergency situations
RELATED CONTENT
The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery.
 Ergonomics advice:  Environmental safety issues:
- Occupational Health and Safety - air quality

procedures - lighting
- using and cleaning Visual Display - noise level
Units (VDUs) - cleanliness of equipment, furniture
- advice on footrests and surroundings
- exercises - fire hazards
- times for breaks
- armrests  OH&S issues:
- chairs
- workplace environment and safety
 Organizational safety - use and maintenance of tools and
documentation: equipment
- handling and disposal of materials
- Occupational Health and Safety - protective clothing and equipment
legislation - removal of obstacles
- organization safety procedures - personal grooming and hygiene
- workstations and work environment - response to emergency, fire and
procedures accident
- security of documents, personnel
and equipment
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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)
The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills.
Research
 Have learners work in small groups to do research on environmental safety issues. Have
learners discuss and present their findings. Guide discussion and offer feedback to clarify
information among the group in order to gain consensus on concepts.
Computer-Aided Instruction
 Create an interactive PowerPoint presentation for learners on ergonomic principles.

Incorporate drill-and-practice worksheets into the presentation that will require learners
to read and interpret the principles. Email the presentation to learners or make it
available online for learners to complete outside of class. Review presentation in class.
 Ask learners to complete drill-and-practice worksheets that require them to identify

various emergency situations present in pictures of workplace situations. Learners should
identify risks as well as identify the best methods of removing and preventing the risks.
Facilitate discussion of emergency situations.
Role-Play
 Have learners form groups. Give each group an emergency situation to report. Learners
should role-play how they would report the emergency. The role-plays should include
the following:
- appropriate authorities to be informed

- the crucial information that should be gathered to be reported
- relevant documents that may need to be prepared
Learners should critique each role-play. Provide feedback.
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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)
Group Work/Research
 Have learners form groups and direct groups to carry out a safety audit of their own
school/training centre including their IT workstations. Based on their findings let them
present a report to the class.
Learners should critique each role-play. Provide feedback.
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UNIT TWO WORK EFFECTIVELY IN AN INFORMATION TECHNOLOGY

ENVIRONMENT
EXPECTED OUTCOMES
the module.
1. Cite policies and procedures which may be directly related to the use of technology
2. Explain the role of key players in the information technology organization
3. Discuss career choices and options
4. Explain roles and functions of the information technology department
5. Identify information technology equipment/software, operating systems, location and

service requirements
1. Comply with general IT policies and procedures
2. Promote the organization and Information Technology department
3. Use information technology equipment/software
4. Identify Operating Systems
1. Adherence to policies and procedures

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Attitudinal/Critical Employability Skills Requirement (Cont’d)
2. Safety-consciousness
3. Clarity and precision when communicating
4. Problem solving skills in resolving routine problems
5. Accuracy when interpreting technical information
RELATED CONTENT

 Key players:  Organisational standards maybe:
- Information Technology - formal

organizations - well-documented methodologies
- vendors of IT products and services - non-existent
- IT professional bodies - best practices from industry
- industry publications
- government departments involved  Information Technology department
in IT industry promotion may include:
- employer organisations
- relevant unions - a separate branch
- a separate department
 Organisational policies/procedures: - a separate division
- integrated function of an
- Occupational Health and Safety organisation
procedures and policies
- anti-discrimination policies  Organisational variables include:
- ethical work practices
- ergonomic considerations - type
- environmental factors - size
- statutory and vendor requirements - values
- culture
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RELATED CONTENT (Cont’d)
 IT functions:  Clients may include:
- enabling and maintaining use of IT - internal customers

- producing documents/designs - external customers
- enabling electronic communication - employers
- developing products - employees
- technical support
 Equipment:
 Operating system:
- personal computer
- command line - network systems
- graphical user interface - attached peripherals
 Career choices:  Software may include:
- Database Clerk/Operator - word processing application

/Administrator - spreadsheet application
- Web Page Designer/Programmer - database application
- Data Entry - graphical application
Clerk/Operator/Supervisor - browsers
- Network Manager/Administrator
- Computer Programmer
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Research
 Have learners use the library and Internet to research the following jobs in the
Information Technology Industry.
- Systems Administrator
- Software Developer
- Information Systems Manager
- Network Manager/Administrator
- Systems Analyst
- Data Entry Clerk/Operator/Supervisor
- Help Desk Staff
- Database Administrator
- Database Clerk/Operator/Administrator
- Web Page Designer/Programmer
- Computer Programmer
Based on their research, each learner should choose a job that they would like to pursue.
Have them present to the class their job choice, explaining what it entails and why they
chose it. Encourage learners to ask questions of the presenters.
Research/Group Work
 Have learners work in small groups to research and identify five pieces of IT equipment
in each of the following categories:
- Input devices
- Processing devices (computers)
- Storage devices (on-line and off-line)
- Output devices
Each group should prepare a report (pictures may be included) showing each device and
stating briefly what each is used for and how it operates.
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Guest Speaker
 Invite individuals from the Information Technology Sector to share information with
learners. They can inform learners about the following:
- Organisational policies/procedures
- IT job positions, their functions and how they relate to the business
After the session(s) they can be quizzed orally/in-writing to determine how much they
gathered and also to evaluate the success of the session.
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UNIT THREE COMMUNICATE IN THE WORKPLACE
EXPECTED OUTCOMES
the module.
1. Outline organisation’s policies, procedures and code of conduct for receiving requests
and inquiries from clients
2. Describe the principles of effective communication
3. Discuss how verbal and non-verbal communication can be used to create an effective
service environment
4. Explain how questioning and active listening techniques can be used to determine a
client’s need for support
5. Discuss the types of requests that should be referred and to whom
6. State the importance of demonstrating literacy skills in relation to work requirements
7. State how messages or information should be recorded and delivered
8. Outline principles of basic customer service and how clients are informed of the process
and progress of action
1. Establish contact with clients
2. Process Information
3. Record information
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The following are critical attitudes/behaviours that learners must employ in carrying out the
1. Politeness when dealing with clients
2. Diligence in following up
3. Promptness in answering inquiries
4. Clarity and precision when communicating
5. Accuracy in applying language basics
6. Respectfulness when relating to others
7. Awareness of literacy skills in regard to basic workplace documents
8. Persuasiveness when negotiating with others
9. Problem-solving skills in handling a range of predictable problems
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RELATED CONTENT

 Organisational policies and  Internal correspondence:

standards may include but not
limited to: - memos
- electronic mail
- policies and procedures relating to - bulletin boards
answering client support enquires
- policies and procedures relating to  Verbal communication:
answering telephone, writing
messages and on-line enquires - answering enquiries from clients
- job descriptions/responsibilities - use of voice mail
- service standards - requests from colleagues
- organisational code of conduct - informal discussions
- general OH&S principles and
responsibilities  Questioning techniques:
-
 Effective communication principles - open questions
include: - closed questions
- reflective questions
- listening - probing questions
- questioning
- non-verbal communication  Active listening techniques:
 Communication strategies: - get ready to listen

- pay attention to the speaker
- communicating with external and - ask questions
internal clients including team - paraphrase/re-state
members, supervisors and
management personnel
- enquires related to routine client
support needs
- clarifying and recording information
- use problem solving skills for a
defined range of predictable
problems
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Role-Play
 Place learners in groups giving each group a scenario in which they have to apply
effective questioning and active listening techniques. Facilitator will assess learners’
performance and provide feedback.
Individual Assessment/Modelling of appropriate technique
 Create a self-analysis checklist on which the important characteristics of a good

communicator will be listed including an appropriate rating scale.
Ask learners to reflect on their skills as a communicator and rate themselves using the
rating scale provided. After completion, facilitator will review the worksheet with
learners. Allow each learner to present a 2 minute speech with an overview of one of the
following:
- a software application of choice

- an IT company (real or fictional)
- website
This is to allow the facilitator to assess learners’ strengths/weaknesses. Facilitator will

create activities for learners to enable them to improve in the areas in which they show
weaknesses.
Use of Video
 Arrange for learners to view educational videos/DVDs on communication. Having

viewed the video, facilitator may ask questions to check learners’ understanding of the
information presented.
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Individual Presentation
 Having exposed learners to information on, and demonstration of “Principles of Effective

Communication”. Have them deliver a three minute commentary on the “Do’s and
Don’ts of Web Page Design”, “Tips for effective communication with clients” or other
topics determined by the facilitator. Areas of focus should include learners’:
- presentation techniques
- control of nervousness
- language, tone, pitch, resonance, and volume
- body language
- use of communication equipment
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UNIT FOUR PARTICIPATE IN A TEAM OR INDIVIDUALLY TO ACHIEVE

ORGANISATIONAL GOALS
EXPECTED OUTCOMES
the module.
1. Discuss the need to establish result-oriented approaches when planning work activities
and completing work schedules
2. Identify roles and responsibilities of team members and state how work is prioritised
3. Discuss the importance of communicating information about work activities and

processes
4. Explain how to plan and organize work activities
5. Discuss the importance of seeking assistance from team members
6. Outline principles of general organisational strategic direction, values and ethical work
practices
7. State the importance of achieving general work team processes and group dynamics
1. Establish own work schedule
2. Participate in team structure
3. Seek assistance when necessary
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1. Timeliness, in prioritising requests
2. Decisiveness in identifying task/goals
3. Assertiveness when participating in groups
4. Dependability to other team members
RELATED CONTENT

 Building work team:  Tips for successful time management:
- peers - clarify your goals in writing

- supervisor - focus on goals then activities
- other members of the organization - set and achieve at least one major
- people from a range of cultural, objective each day
social and ethnic backgrounds - analyze your use of time periodically
- autonomy and responsibility of the by keeping a log
team - plan your time, write a plan for each
- responsibility of team members week
- life of the team - make a things-to-do list everyday
- general understanding of social - schedule blocks of uninterrupted
and organisational systems when time for your most important tasks
participating in teams - allow some leniency for the
unexpected
 General work team processes and - make the first hour of your day
group dynamics: productive
- do it right first time
- general organisational strategic - eliminate recurring crisis
direction and values - finish what you start
- conquer procrastination
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 Strategies for prioritizing:  Steps when receiving feedback:
- the 80/20 Rule - listen with the intent to clearly

- the urgent and important method understand the feedback
1 = important and urgent - ask clarifying questions
2= important and not urgent - share your own views on the
3= not important but urgent situation
- 4= not important and not urgent - jointly discuss and agree on possible
ways for a solution
 Some steps to giving helpful feedback - express appreciation
include the following:
- state the purpose of the feedback

- describe your observations and
perceptions
- listen to the other person’s views
- jointly agree on action to be taken
- summarize your discussions and
show appreciation
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Guest Speaker
 Invite individuals from the Information Technology sector to share information with
learners. They can inform learners about social and organisational systems when
participating in teams. After the session(s) learners can be quizzed orally/in writing to
determine how much they gathered and also to evaluate the success of the session.
Simulation
 Select an area of relevance to the Information Technology industry for learners to

simulate in groups. For example, a helpdesk scenario where the operator has a defined
area in which they can operate autonomously and then define procedures to escalate a call
to other team members where required and then to follow-up to ensure it is completed.
Provide guidance and feedback.
 Download the Quandary action maze freeware application at

http://www.halfbakedsoftware.com/quandary_download.php and set up action mazes for
learners to practice individually or in a group. Depending on the action chosen learners
will be presented with a new scenario or the problem solved.
At the end of the session, have discussion to determine how much they gathered and
evaluate the success of the session.
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REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used.
1. Andrews, Jean, Phd. (1999). A guide to managing and maintaining your PC, Course
Technology, Cambridge, Massachusetts
2. Burton K. Le Rossignal K. (2000). Communicating in an IT environment, Tertiary Press
3. Careers online-start here to explore your future. Retrieved June 2009 from:
http://www.careersonline.com.au
4. Fisher Kimball, Rayner Stephen, Belgad William (1995). Tips for teams, McGraw-Hill Inc.
pp 181-186
5. Hussain, K.M, and Hussain Donna (1997). Information technology management,

Butterworth- Heinmann. pg 66-69
6. Myfuture:Australias Career information service. Retrieved June 2009 from:

http://www.myfuture.edu.au
7. Snell S. 13 Tips for effective communication with clients. Retrieved June 2009 from:
http://designm.ag/freelance/communication-with-clients/
8. The Quandary Action maze software can be accessed/downloaded from

http://www.halfbakedsoftware.com/quandary_download.php
9. What is operating system?- A word definition from the Webopedia computer dictionary.
Retrieved June 2009 from: http://www.webopedia.com/TERM/o/operating_system.html
10. Zancanaro, G. Self improvement and prioritizing. Retrieved June 2009 from:
http://ezinearticles.com/?Self-Improvement-and-Prioritising&id=17558
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MODULE 2
OPERATING COMPUTER SYSTEMS
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITICOR0231A, ITIDAT0141A,

ITINET1362A, ITINET1372A, and ITINET5121A. It consists of five units and is designed to
enable learners to develop the requisite knowledge, skills and attitudes to operate computer
systems.
Unit One focuses on initiating the use of equipment/resources, operating equipment, maintaining
equipment/resources and applying simple installation procedures when operating a personal
computer.
Unit Two focuses on using appropriate software, accessing, retrieving and manipulating data;
accessing and using help feature; using keyboard features and equipment, customize desktop
environment; navigate desktop environment, copying files as well as closing down computer.
Unit Three deals with confirming client’s requirements, obtaining required peripherals,
connecting, operating, and maintaining computer hardware or peripherals.
Unit Four relates to the need to determine the operating system requirements, along with
obtaining, installing and optimizing the system software according to the client’s needs with
minimal disruption.
Unit Five outlines how to maintain the operations of basic hardware and the replacement of
consumables and to record and store software, equipment and technical documentation.
Suggested Module Time: 65 hours
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MODULE 2 OPERATING COMPUTER SYSTEMS
UNIT ONE OPERATE A PERSONAL COMPUTER
EXPECTED OUTCOMES
the module.
1. Cite basic terms and concepts relevant to the workplace
2. State how equipment and work environment are checked for readiness to perform
scheduled tasks
3. Explain the functions of hardware components and input devices of the computer
4. Discuss procedures for initializing and shutting down the computer correctly
5. Explain how access codes are applied when initiating a computer
6. Examine computer system information and software to identify functions and features
7. State how desktop configuration maybe customized to meet individual requirements

and/or special needs
8. Outline regulations governing Occupational Health and Safety (OH&S)
9. Examine methods by which keyboarding is carried out in accordance with

organization guidelines on speed and accuracy
10. Outline the selection, opening and closing of the correct desktop icons to access features
11. Explain the different roles and parts of the desktop window and how they are used for
navigational purposes
12. Explain how shortcuts are created from the desktop
13. Outline methods by which directories/folders with subdirectories/subfolders are created,

named/renamed, deleted and moved according to established guidelines
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14. Explain how to restore deleted files
15. Outline procedures for accessing/copying/saving and storing files/documents in

appropriate directories
16. State the most commonly used file types and how to access them in a directory/folder
17. Discuss sizes in which data is stored and the procedures for carrying out file operations
18. Explain the process of using software tools to locate files
19. Explain how to close active applications without losing data
1. Initiate computer system
2. Manipulate data input devices and equipment
4. Customize desktop environment
5. Identify directory and folder attributes
6. Organize directory and folder structures
7. Shut down computer
Attitudinal/Critical Employability Skill Requirement
1. Adherence to OH&S policies and procedures
2. Carefulness when operating equipment
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Attitudinal/Critical Employability Skill Requirement (Cont’d)
3. Attention to detail when using computer systems
4. Accuracy when carrying out computer operations
RELATED CONTENT

 Work environment:  Equipment:
- equipment - computer
- furniture - peripherals
- cabling
- power supply  Data include:
 Computer systems may include: - textual

- numerical
- PDAs - graphical
- laptops
- desktops  Data sizes include:
- workstations
- servers - bytes
- other devices - kilobytes
- megabytes
 File operations include: - gigabytes
- naming, updating and archiving files  Software tools include:

and directories
- use of search/sort/print - word processing
- spreadsheet
 Files may be saved on: - Internet access
- network  Navigational purposes involve:

- magnetic media
- personal computer - opening, resizing and closing desktop
windows
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Research
 Have learners work in small groups to research and identify five pieces of IT equipment
in each of the following categories:
- Input devices
- Processing devices (computers)
- Storage devices (on-line and off-line)
- Output devices
Each group should prepare a report (pictures may be included) showing each device and
stating briefly its use and operation.
A website they could use may include the following, plus any others the instructor may
recommend: http://teachmecomputers.tripod.com
Guided Practice
 Demonstrate how to use search tools for finding files/folders, based on size, creation date,
name, type and content. Allow learners to practice how to use these tools in finding
files/folders.
Have a discussion to generate questions and answers so that students can have a better
understanding of using search tools. Provide feedback.
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Practicum
 Arrange for learners to complete a practicum in the computer lab and perform various
activities using the computer. Ensure that learners are adequately supervised. Learners
should take note of creating file structures, including:
- identifying directories
- creating files and folders
- copying and moving files between folders
- customizing the desktop environment
Learners should keep a journal of each day’s activities to be presented upon completion
of the practicum (the journal may be viewed periodically during the practicum to ensure
learners are internalizing the practicum experience). Provide feedback on their
performance. Following the practicum, allow learners to share their experiences in a
class discussion of the lessons learnt.
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UNIT TWO OPERATE COMPUTING PACKAGES
EXPECTED OUTCOMES
the module.
1. Outline the procedure used to select appropriate software to perform tasks
2. Cite Information Technology components that are essential when operating a computing
package
3. Examine the features and functions of software and how they are used to produce specific
outcomes
4. State appropriate procedures for opening software application
5. Examine the process of accessing/amending files
6. Outline how documents can be produced to meet organisational requirements in a manner

that incorporates OH&S practices
7. State reasons for following Occupational Health and Safety regulations at the workplace
8. State procedures for accessing and using online help to overcome basic difficulties with
software applications
9. Outline reasons for using manuals and training booklets to solve minor problems
10. Describe the purpose of help desk and how requests are logged if further assistance is
needed
11. Outline keyboarding operations procedures in relation to speed and accuracy
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1. Use appropriate software
2. Access, retrieve and manipulate data
3. Access and use help feature
4. Use keyboard features and equipment
5. Customize desktop environment
6. Navigate desktop environment
7. Copy files
8. Close down computer
1. Accuracy when saving and using files
2. Carefulness when performing task to specification
3. Observation of safe and effective operational use of all equipment
4. Clarity when communicating with others to ensure a safe and effective workplace
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RELATED CONTENT

 Appropriate software packages  Features and functions of software:

include:
- cut/copy/paste
- word processing character/paragraph/page
- spreadsheet formatting
- database - search and replace
- other computing software package - headers and footers
- print options
 Documents include:
 Information Technology components
- established files include:
- established applications
- hardware
 Software: - personal computers
- network systems
- commercial software applications - software
- organizational specific software - communications packages
- word processing
- spreadsheet
- database
- graphics
- communication packages
- presentation functionalities
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Research
 Have learners work in small groups to research and identify four pieces of software in
each of the following categories:
- Operating systems
- System utilities
- General applications
- Specialized applications
Each group should prepare a report giving a brief description of each piece of software.
Tutoring
 Conduct tutorial sessions with learners to guide them through the following operation
procedures:
- initiating/closing computer system

- using keyboard features and equipment
- customize desktop environment
- access/retrieve and manipulate data
- copy, move and delete files
Learners should work individually or in pairs. Ensure that learners observe health and
safety guidelines for computer use.
Demonstration
 Have learners work in small groups to do research on all the Performance Requirements.
Each small group will demonstrate at least two of the Performance Requirements to the
large group. Manage the way in which critiquing and feedback is carried out by peers.
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UNIT THREE CONNECT HARDWARE PERIPHERALS
EXPECTED OUTCOMES
the module.
1. Explain the importance of following Occupational Health and Safety regulations and
organisational procedures for electrical equipment
2. Outline different types of software and applications including theoretical concepts of

operating systems
3. Discuss help desk and maintenance practices
4. Describe the purpose of identifying and recording client’s peripheral requirements
5. Cite methods by which clients’ expectations are covered by vendors’ warranty and
services
6. Explain the process of obtaining peripherals under instruction from

management/supervisor
7. Outline procedures for entering peripherals into the equipment’s inventory system
8. State how contents are validated and methods of ensuring the physical content match the
packaging list
9. Outline the importance of verifying a timeframe for installation schedule with higher
authority
10. Examine the process of configuring a computer to accept new peripherals
11. State how hardware peripherals (new/existing) are tested, connected, disconnected and
replaced with minimal disruption to clients
12. Identify a range of office peripherals and state their functions
13. Identify hardware components and software products needed to complete routine tasks
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14. Explain how hardware consumables are determined and replaced
15. Discuss the importance of practising good physical posture when carrying out
keyboarding
1. Confirm requirements of client
2. Obtain and use required office peripherals
3. Connect hardware peripherals
1. Observance of good interpersonal skills
2. Attention given to task details
3. Communication skills towards clients/peers are clear
4. Problem solving skills that are innovative and appropriate
5. Adherence to work safety procedure
6. Consistency in following organizational procedures and guidelines
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RELATED CONTENT

 Peripherals may include:  Operating Systems may include:
- printers, scanners, tape cartridges - Newer versions of Windows systems

- key board equipment e.g. mouse, - Vista, Windows 7
touch pad, keyboard, pens - Older Versions of Windows systems
- mobile phones, palmtops & PDAs, - NT/2000/XP
laptops and desktop computers - Mac OS X
- bluetooth devices - Unix
- multimedia kit - Linux
- Netware
 Hardware components may include:
 Help desk and maintenance may
- personal computers include:
- bridges
- network cards/modems - call-centre or a general contact point
- switches/hubs and repeaters which then calls a supplier or other
- routers and gateways technician
- file and print servers - others may be staffed by technicians
capable of solving the problem
 Configuration includes:
 Storage media/disk may include:
- automatic
- plug and play - CDs (CD-R and CD-RW)
- manual - DVDs (DVD-R, DVD+R)
- flash drive (USB drives)
 Software and applications may - external USB HDD
include: - local HDD
- remote HDD
- packaged software - zip disks
- in-house development
- out-sourced development
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 Organizational procedures may

include:
- security procedure
- Occupational Health and Safety
procedures
- maintenance procedure
 Occupational Health and Safety

guidelines include:
- use of screen-based equipment

- use of computing equipment and
peripherals
- ergonomic workstation
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Research
 Arrange learners into groups for them to conduct research work on the following
computer hardware and peripherals:
- printers
- scanners
- bluetooth devices
- multimedia kit
- routers and switches
- office peripherals
- maintaining hardware
- using keyboard and equipment
- using appropriate computer application
Have them present their findings using an appropriate computer application.

Facilitate discussion with learners where they are allowed to ask questions. Provide
feedback for clarification and additional information.
Simulation
 Have learners simulate a help desk activity in which they confirm computer hardware
requirement with clients (see related content for peripherals). This may include an
interview schedule to tap areas such as cost, usability etc. Ensure that learners
demonstrate how to provide customer service skills. Observe and give feedback.
Question and answer session will be used to facilitate further discussion and clarification.
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Case Studies/Report Writing
 Provide case studies with a range of problems such as:
- hardware issues and how they would go about resolving the issue
- installation procedures for a specific hardware component
- irate client who is not satisfied with a newly installed computer system
Allow learners to analyse the problems and submit a report and indicate possible
solutions to resolve the issues.
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UNIT FOUR INSTALL SOFTWARE APPLICATIONS
EXPECTED OUTCOMES
The following are knowledge related tasks which focus primarily on the theoretical aspect of
the module.
1. Outline basic functions of an operating system
2. Explain the organization’s network linkages
3. State the pre-requisites necessary for system software installation
4. Explain the importance of being knowledgeable about the client’s business domain
5. Describe the theoretical concepts of some of the systems software
6. Describe licensing, hardware and security requirements used for obtaining an operating
system
7. Outline procedures for conducting an installation of an operating system
8. List some of the current industry’s software and hardware products that the organization
supports
9. State how to adjust system software while maintaining performance
10. Outline how to establish and maintain a business relationship with the client
1. Identify or upgrade software requirements
2. Obtain or upgrade software
3. Install or upgrade software

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1. Awareness of client’s evaluation
2. Clarity in communicating with others
3. Flexibility in using different software
4. Efficiency in using software tools
5. Compliance with organizational policies and standard operating procedures
6. Safety when using equipment
7. Accuracy in installing operating system
RELATED CONTENT

requirement specified. It is by no means exhaustive; therefore, it is prudent to seek additional
information to supplement delivery.
 Within the operating system identify  In selecting software the following

the differences between the criteria should be observed:
following:
- security
- batch system - benefits
- real-time system - support
- multitasking system - risk
- functionality
 Basic functions of the operating - delivery
system include:
- filing system
- memory system
- process scheduling
- management of virtual memory
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 Software licensing, support and the  Optimizing the operating system

implications of software piracy: includes:
- software licensing - following maintenance procedures

- single user - testing tools used
- site license - repairing parts if necessary
- freeware
- shareware  Relating to the client is critical for
- open source success, and effort must be made to:
- support and implications
- financial - maintain a business relationship
- ethical - develop plans to meet client’s need
- legal - facilitate support, monitor work and
- violation of copyrights do adjustments when necessary
- monitor security system
 Installation options include: - back up what ever is necessary
- full
- typical
- portable
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Research
 Have learners conduct research on the different operating systems, information

technology equipment, documentation and reporting as well as client/server or legacy
database. After the research, have learners give a PowerPoint presentation to the entire
class and conduct follow up discussion.
Role play/Discussion
 With the aid of a computer, let learners simulate in class a situation where a client comes
in with a computer requiring specific software installation and customization of his/her
system. Allow learners to work in small groups to develop a plan to meet the client’s
need. Learners should approach the client and carry out the installation. Notes should be
taken by a group leader and each group assessed. On completion of the exercise, discuss
each group’s plan and the actual exercise. Remember to get feedback from the client.
Guided Practice
 With the aid of computers allow learners to form groups and to do a practical
demonstration of installing and testing software. Observe while each group is working
and give feedback to assist learners who may be experiencing difficulties.
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August 2010
UNIT FIVE MAINTAIN EQUIPMENT, CONSUMABLES AND SOFTWARE

INVENTORY
EXPECTED OUTCOMES
the module.
1. Outline how inventory systems are accessed and events are documented according to
organizational procedures
2. Explore methods used to access and record stock/equipment obtained from store
3. Outline how to access relevant manuals according to guidelines and procedures
4. Explain how to replace consumables with minimum effect on other users
5. Explain how equipment, manuals and hardware components requiring maintenance are
determined, maintained and documented
6. Explain how to clean discs/peripherals and store unused peripherals and equipment
7. Examine the process of storing technical documentation
8. Outline the procedures for replenishing supplies
1. Plan and prepare for work
2. Clean disc drives and peripherals
3. Replace and maintain consumables and supplies
4. Maintain peripherals
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Performance Requirement (Cont’d)
5. Document and update inventory
6. Store technical documentation
1. Adherence to OH&S and organizational requirements
2. Observation of good inter–personal relations with regards to work safety and accuracy
3. Carefulness while maintaining equipment and consumables
4. Attentiveness to safety at the workplace
RELATED CONTENT

 Hardware components:  Organization variables include:
- personal computers - security procedures

- network systems - logged calls procedures
- personal organizers - occupational health and Safety
- communication equipment legislation
- preventative maintenance and
 Peripherals include: diagnostic policy
- maintenance manuals
- printers - in-house disposal policy
- scanners - vendor disposal policy
- tape cartridges - contracting arrangements related to
- multimedia kits purchasing Information
- speakers Technology
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 Cleaning equipment may include:  Maintaining hardware components

involves cleaning:
- vacuum
- maintenance kit for laser printer - mouse
brush - monitors
- disc drives
 Consumables may include: - keyboards
- diskettes  Replenishing of supplies procedures

- ribbons may include:
- printers
- scanners - requisition from organization’s
- tape/toner cartridges store
- cleaners - requisition from suppliers
- tape - request to IT support unit
- disks
- paper  Cleaning materials may include:
 Keyboard equipment: - anti- static cleaner

- pressurized air duster
- keyboard - lint–free cloth
- mouse - non–streaking screen cleaner
- touch pad
- pens
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August 2010
Simulation
 Have learners carry out tasks outlined in the Performance Requirement in a real or
simulated work setting. Alternately, arrange for them to get work experience for a few
days in an IT related enterprise. Ask that they be allowed to clean disc drives and
peripherals. Remind learners to adhere to the enterprise’s vendor/manuals’ guidelines.
Ask the supervisor to offer the necessary guidance and direction and to complete an
assessment of learners’ performance at the end of the period. Review and discuss each
learner’s assessment with him/her. Offer suggestions for improvement(s) if necessary.
Guest Speaker
 Invite individuals from an organization that deals with computing devices, to share
information with learners. They can inform learners about the expectations that the
organization has of maintaining equipment and consumables. After the session(s)
learners could be quizzed orally/in writing to determine how much they learnt and the
success of the session.
Guided Practice
 Make available the following hardware for learners working in groups of four to carry out
the following tasks:
- installing a printer
- connecting a PC to a network hub
Provide guidance and ensure they follow the correct installation procedures. Question
and answer session will be used to facilitate further discussion and clarification.
LMSD- CWPD-1.0 44
August 2010
REFERENCES
and used.
1. Computer connections. Retrieved May 2009 from:

http://www.teachers.ash.org.au/ozmused/jicompconnect.htm
2. Computer literacy 101. Retrieved June 2009 from:

http://www.jegsworks.com/Lessons/index.html
3. Frawley, L. Parallel vs. serial ATA. Retrieved May 2009 from:

http://www.directron.com/patasata.html
4. HEART Trust/NTA (2004). LG – ITICOR0021A Apply Occupational Health & Safety

Procedures
5. HEART Trust/NTA (2004). LG –ITICOR0231A Operate a personal computer
6. Serial and parallel ports. Retrieved May 2009, from:

http://www.geocities.com/ferds3/serial_and_parallel_ports.htm
7. Software installation via group policies. Retrieved May 2009 from:

http://www.serverwatch.com/tutorials/article.php/1497901
8. Universal Serial Bus: definition from answers.com. Retrieved May 2009 from:
http://www.answers.com/universal%20serial%20bus%20
LMSD- CWPD-1.0 45
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MODULE 3
ACCESSING THE INTERNET
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITICOR0271B and ITIDAT0282A.

It consists of two units and is designed to enable learners to develop the requisite knowledge,
skills and attitudes to access the Internet.
Unit One focuses on accessing and searching the Internet, sending and retrieving e-mail
messages with attachments as well as creating an address book.
Unit Two deals with using search engines to locate required information on the web and evaluate
the content of sites for accuracy, currency and/or authority.
UNIT ONE SEND AND RETRIEVE INFORMATION VIA THE INTERNET
EXPECTED OUTCOMES
the module.
1. Cite security, viruses, privacy legislation, copyright and intellectual property

requirements relevant to sending and retrieving information via the Internet
2. List the types of equipment/disks needed to send and retrieve information via the Internet
3. Examine the types of operating systems interface that may assist with sending/retrieving
information via the Internet
4. Explain the appropriate use of the browser to open a Home/Start page through setting
basic preferences
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MODULE 3 ACCESSING THE INTERNET
5. Outline procedures to appropriately adjust display/view mode to suit personal

requirements
6. Explain the appropriate strategy needed to modify toolbar to meet user and browsing
needs
7. State the technique by which access is gained to desired site and data is retrieved
8. Describe methods by which images are loaded/not loaded depending on modem

speed/broad band speed, computer and browser capabilities
9. State methods by which search engines are opened and search requirement clearly
defined
10. Examine a range of search parameters
11. Outline procedures for creating bookmarks for required web page
12. Describe guidelines and procedures for modifying page set-up options for printing web
pages
13. Discuss established procedures to be followed in shutting down and exiting browser
14. Outline methods for opening mail inbox and creating a new mail message
15. State guidelines for prioritizing, sending and retrieving messages
16. Explain how an auto signature is added and attached in the required format to an email
17. Outline how to spell check, copy and delete text before sending messages
18. List the types of presentation applications format/documents that can be used as
attachments
19. Discuss methods of opening, sorting, searching and saving email attachments to a new or
existing directory/folder
20. Outline the process of adding/deleting/updating mail addresses to/from the address book
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Knowledge Requirements (Cont’d)
21. Discuss steps involved in creating an address list so that mail can be sent out according to
the list
22. Outline procedures and guidelines underlying the use of research techniques
23. State ways to deal with routine/non– routine system messages
1. Access the Internet and retrieve data
2. Search Internet and save text
3. Send and organize messages
4. Create an address book
5. Conduct advanced search using search tools
6. Evaluate information located
1. Carefulness when shutting down and exiting browser
2. Attentiveness when signing auto - signature to files
3. Cultural understanding of “Netiquette”
4. Clarity and precision when communicating/sending messages
5. Adherence to legal and ethical requirements, organizational and operating procedures
LMSD- CWPD-1.0 48
August 2010
RELATED CONTENT

 Equipment including:  Operating Systems interface:
- personal computer - command line

- network system - graphical user interface
- printer
- attached peripherals  Occupational Health and Safety
guidelines include:
 Disks may include:
- use screen based equipment
- diskettes - use of computing equipment and
- zip disks peripherals
- compact disks - ergonomic workstation
- hard disk
 Research techniques include:
 Document may include:
- Boolean searches
- established files - multiple/meta search tools
- new document - advanced search features
 Presentation applications:
- Microsoft Office
- Lotus Suite
- Claris Works
- Adobe Photoshop
- Open Office Impress
- other similar applications
LMSD- CWPD-1.0 49
August 2010
Research
 Allow learners to carry out a research exercise to find out the various methods available
in Jamaica for connecting to the Internet, such as dial-up, ADSL, Broadband, GSM, 3G
etc. The research should include findings of which companies offer which service, the
cost of each and the equipment/software required to access each service. Let them present
the information in table formation. Facilitate questions and discussion.
Simulation/Guided Practice
 Provide opportunity in a simulated setting for learners to use the computer to use
Gmail/Yahoo to establish email accounts. Allow them to practice sending and receiving
email with information gathered from the previous research activity to/from their
classmates and facilitator. Play a monitoring role and provide assistance and feedback as
necessary.
Tutoring/Coaching
 In groups of four, pair individuals having strong computer skills with those individuals
with weaker skills. Assist them in carrying out the exercises necessary to achieve the
desired outcomes. For example, allow learners to work along with their weaker peers and
assist them in:
- using search engines effectively

- downloading information
- printing information
- organizing information
Observe the tutoring/coaching periodically and consult with learners to monitor their
progress and help them to overcome problems.
LMSD- CWPD-1.0 50
August 2010
UNIT TWO LOCATE AND EVALUATE ONLINE INFORMATION
EXPECTED OUTCOMES
the module.
1. Outline the procedures for locating and accessing a search engine on the Web
2. Describe the appropriate keywords that should be entered into the search box for the
desired information
3. Outline the procedures for using indices, catalogues and directories provided by the
search engine
4. Explain how confidence and relevancy rankings are used
5. State how a search is conducted, queried or refined depending on outcomes of the search
using the internal search engine
6. Explain how research techniques are used to conduct search and queried to bring out
required outcome
7. State the correct procedures to search within a website
8. Describe use of multiple or meta search techniques/tools
9. Outline the guidelines and procedures for accessing knowledge economy, E-business and
E-commerce websites
10. Describe how to search with domain names
11. Outline the procedures to determine accuracy, currency validity and reliability of
information obtained from sites
12. Outline techniques used in carrying out copyright, privacy statements and organizational
information checks on site authority
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1. Conduct a basic search using a search engine
2. Conduct an advanced search using software tools
3. Manipulate keyboard/desktop
4. Operate a PC
5. Open websites
Attitudinal/Critical Employability Skill Requirement
1. Display confidence when locating and evaluating on line information
2. Demonstrate accuracy of information
3. Be careful when cross referencing file information
4. Ensure task is performed to specification and safety measures
LMSD- CWPD-1.0 52
August 2010
RELATED CONTENT

 Hardware may include IT  Secondary checks may include:

equipment:
- checking the phone book
- work stations, PCs - ringing the organization
- networks - checking registration information
- remote sites
- servers  E-business encompasses how
organizations:
 Search tools may include:
- structure themselves
- Google - capture information
- Alta Vista - manage their workers
- Yahoo - relate and partner with other
- Netscape organizations and groups
 Search types:  E-commerce models include:
- custom searches - brochure site

- simple searches - customer service site
- directory searches - real time site
- current new searches - virtual carrier
- web content searches (chat rooms,
bulletin boards)  Knowledge economy involves:
 Means of checking site authority - professional or personal research

include: and learning
- communicating with friends or
- checking the domain name associates
- links to other sites are checked to - the pursuit of leisure activities
determine credibility
- the intent of the information
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Guided Practice/Research
 Using basic search techniques demonstrated and discussed, direct learners to conduct
Internet searches (samples listed below). For each search performed they are to use at
least 5 search engines or directories. They are to note how many hits each search returns.
They are to follow what they consider to be the most promising links and ascertain if the
information required is readily available. A record is to be made of their results. At the
end of the exercise the search engines used are to be listed along with a brief assessment
of each one and the features they liked/disliked. Learners should also state the search
engine of preference and why.
Search tools may include the following plus any others the instructor may recommend:
Snap Search.com
Questfinder Google
Infoseek, Findlink Yahoo!
AllTheWeb
Hotbot AltaVista
Open Directory
Netscape MSN Search
Lycos Ask Jeeves
Open Text WiseNut
WebCrawler About
Go To Dot Com LookSmart
Beaucoup Teoma
AOL Search
Dogpile
Metagopher
Profusion
LMSD- CWPD-1.0 54
August 2010
Guided Practice/Research (Cont’d)
Sample searches
 Search #1
Your employer, an importer of agricultural equipment, requires a source of low cost,

single cylinder diesel engines to drive irrigation pumps and generators. These engines
were once manufactured in England by Lister, but are no longer made. You must find an
alternative for sourcing these engines. You should be able to provide manufacturers’
names and addresses, engine specifications and price, and shipping costs.
 Search #2
As a web page designer you want your product to look cool. Search the web for sites
providing suitable icons, backgrounds and other web page tools that are available for free
download and license free use.
 Search #3
Find out what the hottest item in the news is. (N. B. You may use the internal search
features of news service sites. First find the sites using search engines, and then search
the sites to find out what stories are most accessed).
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REFERENCES
and used.
1. Crumlish Christian. (1995). The ABCs of the Internet; Dryden Press, USA.
2. Lowe, D. (1999). Internet Explorer 5 for Windows for dummies, Hungry Minds Inc.
3. Malone B. & Wolfe A. (2000). Internet tips, Jamsa Press, USA.
4. Moran R. (1995). Internet and the World Wide Web simplified, IDG Books Worldwide Inc.,
USA.
5. Steele H. (1996). How to use the Internet (3rd ed.), McMillan Computer Publishing, USA.
LMSD- CWPD-1.0 56
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MODULE 4
USING COMPUTING PACKAGES
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITICOR0241A, ITIDAT1082B and

ITIDAT0252A. It consists of three units and is designed to enable learners to develop the
requisite knowledge, skills and attitudes to use computing packages.
Unit One focuses on performing basic operations to create a simple document. These activities
include customizing basic page layout settings, formatting documents and creating tables.
Unit Two outlines how to perform advanced functions in creating a document. Activities include:
inserting form elements, using advance software features to create tables and forms, using mail
merge, and creating and running macros.
Unit Three deals with the production of organizational documents using application software
within organizational guidelines.
UNIT ONE OPERATE A WORD PROCESSING APPLICATION (BASIC)
EXPECTED OUTCOMES
the module.
1. Identify types of word processing application and discuss their features
2. Cite terms and concepts in relation to reading help files and prompts
3. Explain how to open document and add text and symbols according to information
requirement
4. Describe how paragraphs are added, selected, copied, deleted or moved within a
document
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MODULE 4 USING COMPUTING PACKAGES
5. Discuss the importance of checking and amending text in accordance with organizational
and task requirements
6. State the importance of using manual, user document and on-line help to overcome
problems with producing and presenting documents
7. Explain how to change font type, size and colour to enhance the appearance of the
document
8. Outline the application of alignment, justification options and line spacing according to
document formatting requirements
9. Explain how margin size can be modified to suit the purpose of the documents
10. State the purpose of formatting styles and its application to headings within a document
11. Explain different toolbar techniques that can be used in creating tables and formatting
documents
12. Discuss formatting effects on readability and appearance of documents
13. Outline techniques used to insert images/graphics in a word processing document and
state how the toolbar is customized
14. Explain how to apply printing techniques to word processing documents
1. Create a range of documents
2. Customize settings
3. Format documents
4. Create and insert tables
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5. Add images
6. Print word processing documents
1. Carefulness when customizing and formatting documents
2. Attention to details
3. Appropriateness in using software features and tools
4. Correctness in formatting documents to specification
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RELATED CONTENT

 Software Application includes:  Printing techniques include:
- Microsoft Word - printer set-up

- Microsoft Works - printing multiple copies
- Corel WordPerfect - printing specified pages
- Open Office Writer - printing odd or even pages
 Equipment may include:  Software functions include:
- personal computer - text formatting

- printer - page set-up
- line spacing
 Formatting techniques include: - paragraph formatting
- tabs
- page orientation - spelling and grammar check
- margins
- enhancements to text –colour, font, size
- enhancements to format – borders,
patterns and colour
- alignment of text on page
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Research
 Have learners work in small groups to do research on operating a word processing

application as stated in the performance requirement. Involve learners in a discussion
session where small groups present their findings. Conduct guided-discussion and
provide feedback in order to generate clarification of information among the groups and
further develop concepts
Demonstration
 Have learners observe facilitator demonstrates how to operate a basic word processing
application and customize the application’s settings as stated in the performance
requirement. Have them ask questions to clarify their own understandings of what was
demonstrated.
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Guided Practice
 Allow learners to use a word processing application to create a web page for their
school’s web site. Let them visit websites below to help them decide what to put on their
web page and let them evaluate the sites for the following:
- font size graphics

- links layout
- content organization
- colours font style
Web sites:
- www.hudson.k12.ia.us
- www.cedar-falls.k12.ia.us
- www.dunkerton.k12.ia.us
- www.nashua.plainfield.k12.ia.us
- www.web66.umn.edu/
Ensure that they use the word processing software to save the document as type web page
(*.htm; *.html). Critique their work and offer guidance.
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UNIT TWO OPERATE A WORD PROCESSING APPLICATION (ADVANCE)
EXPECTED OUTCOMES
the module.
1. State the importance of drawing a rough sketch of the form to be created on paper
2. Explain how form fields required to gather information are determined
3. State how the desktop environment can be customized to include forms toolbar
4. Outline ways in which form fields can be inserted, checked, formatted, styled and
protected/unprotected
5. Explain how tables are created to include fields aligned and row height controlled
6. Outline how table cells are formatted and how form fields are placed in table cells
7. Discuss how a general outline is decided and how work is divided into sections or
chapters with headings and sub-headings
8. Identify how final version of the document will be bound
9. Discuss how templates and different headers/footers are created
10. Describe the process by which document maps are used to move quickly around the
document
11. Explain the purpose of using sections within documents
12. Discuss how the table of contents can be applied to a document
13. Explain how macros are created/recorded, run, edited and added to the toolbar
14. Explain the concepts of mail merging
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1. Insert, format and protect form elements
2. Create tables and templates
3. Create and run macros
4. Perform mail merge activity
1. Accuracy when creating tables and forms
2. Conformity when dealing with long form fields
3. Adherence to organizational guidelines when creating documents
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RELATED CONTENT

 Types of software include:  Generating table of contents

includes:
- Microsoft Word
- Microsoft Works - heading styles
- Corel WordPerfect - manipulation of table of contents
 Types of equipment include:  Header and footer information

includes:
- personal computer
- printer - different header and footer
information
 Work resources include: - same header information on
alternate odd or even pages
- work environment (simulated or
actual enterprise)
- personal computer/network
- printer
 Formatting techniques include:
- page orientation
- margins
- enhancements to text –colour, font,
size
- enhancements to format – borders,
patterns and colour
- alignment on page
LMSD- CWPD-1.0 65
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Guided-Practice
 Provide opportunity (in a real workplace or simulated setting) for learners to use the
computer to create tables for forms and create and run macros. Play a monitoring role and
provide assistance/feedback as necessary.
Research
 Allow learners to research the following area – Formatting techniques of a word

processing application. Let them work in groups of threes and then report their findings
to larger group using PowerPoint presentation.
Guest Personnel
 Have learners listen to guest personnel on topic related to “Types of Software”. After the
presentation let them participate in a discussion that will bring about better understanding
of the content of the lecture. Guide discussion and provide clarification where necessary.
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UNIT THREE DESIGN ORGANIZATIONAL DOCUMENTS USING COMPUTING

PACKAGES
EXPECTED OUTCOMES
The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.
1. Examine the process of determining/configuring business documents
2. Discuss the importance of determining/implementing organizational design guidelines
3. Outline steps in the selection of appropriate software using the correct procedures
4. Discuss the use of software in designing documents and the procedures involved in
storage and retrieval
5. Outline procedures used when opening software applications and for creating, opening,
and editing a file
6. Elaborate on the importance of correctly exiting applications
The following are specific tasks that learners must perform to the required standards
1. Design documents to meet organizational requirements
2. Access, retrieve and manipulate data
1. Compliance with organisational policies and procedures
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2. Dexterity in manipulating software
3. Responsibility for results
4. Goal-oriented
RELATED CONTENT

 Storage media/disks may include:  Software may include:
- flash drives - commercial software applications

- CDs - organisational specific software
- zip disks - word processing
- local HDDs - spreadsheet
- remote HDDs - database
- graphic
 Information Technology components - communication packages
may include: - presentation functionalities
- hardware  May include presentation

- software applications contained in:
- communications packages
- Microsoft Office
- Lotus Suite
- Claris Works
- Star Office or other similar
applications
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 Documentation and reporting for  Keyboard equipment may include:

version control may follow ISO
standards: - mouse
- touch pad
- audit trails - keyboard
- naming standards - pens
- version control
- project management templates and  Keyboarding speed will vary
report writing styles will vary according to:
according to organisational
approach - different organisational
requirements
 Peripherals may include: - different job roles within an
organisation
- printers
- scanners
- tape cartridges
- speakers
- multi media kits
 Hardware may include:
- personal computers
- networked systems
- personal organizers
- communications equipment
LMSD- CWPD-1.0 69
August 2010
Research
 Have learners conduct research on any two areas of the design of organizational
documents using computing packages. Areas of research should include the following:
- interpretation of business document requirements
- choice of software based on desired results
- manipulation of software to satisfy goals
- preserving integrity of stored data
 Let them design and produce a presentation of their findings by use of appropriate
computer applications. Initiate question and answer sessions to reinforce understanding,
and give encouragement and feedback.
Resource Personnel
 Have a resource person come in to address learners on how to produce specific

documents by use of computing packages. Applications could include, but are not limited
to:
- Microsoft Word
- Microsoft Excel
- Microsoft Publisher
- Power Point Presentation
 Let learners ask question which will widen their knowledge, and obtain hands-on
experience under the guidance of the resource person.
 Convene discussions where feedback can be used for reinforcement of learning.
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Demonstration
 Assign learners to small groups and allow each to use audio–visual e.g. computer and
projector to prepare a slide show, depicting the following aspects of the design of
organizational documents by use of computing packages:
- determination of organizational design guidelines

- procedural choice of design application
- steps necessary to maintain data integrity
- correct storage and editing of documents
 Have each group of learners present their project to the rest of learners alternately.
Facilitate discussion through question and answer and give clarification and feedback.
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REFERENCES
and used.
1. Cashman Vermatt, Shelly, (2000) Microsoft Word 2000. Thomson Learning, Project
WD1.29-1.31
2. Design organizational documents using computing packages. Retrieved May 2010 from:
http://www.datadiscovery.com.au/PDFDocs/DDICAD127.pdf
3. Design organizational documents using computing packages. Retrieved May 2010 from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/it_2006/ICAD2012A.pdf
4. Desktop publishing. Retrieved May 2010 from: http://www.answers.com/topic/desktop-

publishing
5. File management and organization tools and ideas. Retrieved May 2010 from:
http://www.noupe.com/tools/file-management-and-organization-tools-and-ideas.html
6. Free download books. Retrieved May 2010 from: http://freedownloadbooks.net/Computer-

Organization-and-Design-pipeline-ppt-doc.html
7. HEART Trust/NTA (2007). LG – ITDAT0252A. Design organizational documents using

computing packages
8. Microsoft 2007 tutorial free and online. Retrieved June 2009 from:
http://baycongroup.com/wlesson0.htm
9. Using a piling metaphor for digital document organization. Retrieved May 2010 from:
http://www.odannyboy.com/portfolio/filepiles/documents/filepiles_documentation.pdf
10. Web design. Retrieved May 2010 from: http://en.wikipedia.org/wiki/Web_design
LMSD- CWPD-1.0 72
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MODULE 5
OPERATING SOFTWARE APPLICATIONS
MODULE OUTLINE
This module is benchmarked against Competency Standards ITIDAT0171A, ITIDAT1072A,

ITIMED0261A, ITIMED1092A and ITIDAT0212A. It consists of four units and is designed to
enable learners to develop the requisite knowledge, skills and attitude to operate software
applications.
Unit One focuses on creating spreadsheets, customising basic settings, formatting, and modifying
spreadsheets/worksheets incorporating objects and charts as well as sorting and looking up
records, applying appropriate mathematical functions, using advanced features in creating nested
functions and macros, saving files as well as printing spreadsheets.
Unit Two focuses on how to design presentation; manipulate tools and features; customize
settings; format presentation; create slide show effects; insert text and image as well as to review
and print presentation correctly.
Unit Three outlines the correct methods and procedures to create presentation, customise basic
settings, add slide show effects as well as print presentation including notes.
Unit Four examines the utilization of computer applications to their full capacity employing all
advanced features as required.
UNIT ONE OPERATE A SPREADSHEET APPLICATION (BASIC/ADVANCE)
EXPECTED OUTCOMES
the module.
1. List types of software that may be used to operate a spreadsheet
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MODULE 5 OPERATING SOFTWARE APPLICATIONS
2. Outline a list of hardware components that are used when operating a spreadsheet
application
3. Discuss the basic built-in functions needed to create spreadsheet
4. Outline techniques used to open documents and enter data in cells according to
information requirements
5. State how columns and rows can be added, selected, copied, deleted or moved within the
spreadsheet as desired
6. Explain how to apply simple mathematical functions/formulae and procedures to

spreadsheet
7. Discuss how to select font type, size and colour for the purpose of the document
8. Outline how alignment/justification options and line spacing can be applied according to
spreadsheet formatting requirements
9. Discuss appropriate modifications that can be made to column width and height to suit
spreadsheet requirements
10. Explain how to view multiple workbooks/spreadsheets at any one time
11. State how cells can be formatted to display different styles, values and information as
required
12. Outline the procedures for closing and saving document to disk
13. Explain the use of different computer operation techniques used to format and print
document
14. Explain the use of various tools during spreadsheet development
15. Outline methods by which data entries are copied or increased incrementally for logical
and clear presentation of information
16. Explain how toolbar can be appropriately modified to meet user and document needs
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17. Discuss scenario by which nested functions/formulas and macros can be created, edited,
copied and executed
18. Explain how appropriate formatting tools can be used within the spreadsheet and/or
individual cells
19. Explain how to identify, set, edit and test basic and conditional cell validations
20. Outline how to create message boxes and error messages
21. Explain how headers and footers can be inserted and all the necessary information and
formatting styles followed
22. Explain how to save document in appropriate format for posting to the web page
23. Outline the procedure for importing and manipulating objects within a spreadsheet
24. State how spreadsheet data can be displayed in different charts, and charts modified for
formatting purpose
25. State how basic/advanced sorting options and lockup functions can be used to return
values from search table
1. Create spreadsheets
2. Customize spreadsheets/worksheets
3. Format/modify spreadsheet/worksheets
4. Print Spreadsheet
6. Incorporate objects and charts in spreadsheets
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7. Sort and lookup records
8. Create nested functions and macros
1. Attentiveness when viewing multiple spreadsheets at the same time
2. Accuracy when using mathematical formulae and preparing spreadsheets
3. Carefulness when copying from one cell to another
4. Attention to details when operating spreadsheet operation
5. Carefulness when formatting document to specification
RELATED CONTENT

 Hardware may include:  Disk may include:
- personal computer - zip disks

- networked system - compact disks (CD)
- printer - digital versatile/video disc-
recordable/rewriteable (DVD-
 Software may include: R/RW)
- Microsoft Excel  Operating systems:

- Lotus 123
- Open Office Calc - command line
- graphical User Interface
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 Mathematical functions may include:  Hardware system may be:
- addition - personal computer

- subtraction - networked system
- multiplication - printer
- division
 Formatting may include:  Software includes:
- margins - Microsoft Excel

- indentations - Lotus 123
- page layout - Open Office Calc
- orientation
- font  Formatting techniques include:
- numeric
- currency and percentage values - margins
- cell colour and background - indentations
- page layout
 Modification methods may include - orientation
changes to: - conditional formatting
- colour  Data type includes:

- shade
- size - numeral
- shape - text
- images
 Data may include: - objects
- numeral  Mathematical formulae include:

- text
- images - average
- objects - interest
- multiply
 Functions include: - divide
- lookup  Functions include:

- filter
- conditional - lookup
- filter
- conditional
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Demonstration with Return Demonstration
 Learners observe facilitator demonstrate how to go through the entire process of creating
a spreadsheet, ensuring it works and then apply formatting. Have learners duplicate each
step, ending up with a working spreadsheet for themselves. Let them ask questions in
order to clarify areas they may not understand.
Demonstration/Guided Practice
 Provide data to be inputted in a spreadsheet and have learners design the spreadsheet to
include the following tasks:
- changing the alignment of text in cells

- create header/footer details
- adding a range name
- adding formulas
Encourage them to use tables, charts and graphs to present the information. Demonstrate
how to print each spreadsheet and give assistance to learners as they practice.
Guided Practice
 Provide a data sheet with information for learners to input information into a spreadsheet.
Let them use the data to:
- sort and lookup records

- create nested functions and macros
Give assistance as they practice.
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Simulation
 Provide learners with necessary equipment, documents and information for them to do
the following:
- create and/or open worksheets

- enter/retrieve and amend data
- adjust document layout
- save worksheets
- set up print area/print worksheets
- e-mail worksheet
Evaluate each learner’s work and provide feedback.
LMSD- CWPD-1.0 79
August 2010
UNIT TWO OPERATE A PRESENTATION PACKAGE (BASIC)
EXPECTED OUTCOMES
the module.
1. Outline quality assurance guidelines for presentations in an enterprise
2. Examine different types of software and equipment needed for presentation applications
3. Explain the procedures for opening presentations
4. Outline how to add, manipulate and modify text, symbols, charts, bulleted lists and
objects (images, graphics and tables) to a presentation
5. Describe the method by which presentation is saved to correct directory/folder located on

the hard disk and/or disk
6. Explain why certain font type, size and colour are appropriate for the purpose of
presentation
7. Outline how to view multiple slides at once
8. Describe the methods by which slides are duplicated within and/or across presentations
9. Outline the procedures/options for previewing and printing presentation and slide notes
1. Design presentation
2. Manipulate tools and features
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4. Format presentation
5. Create slide show effects
6. Insert text and image
7. Review and print presentation
1. Attention to details when inserting text and images
2. Accuracy in formatting and saving presentation
3. Carefulness when customizing settings
LMSD- CWPD-1.0 81
August 2010
RELATED CONTENT

 Software/Presentation package includes:  Guidelines may include:
- Microsoft Office - organizational style guides

- Lotus Suite - organization quality procedures
- Claris Works - naming conventions
- Star Office
- Open Office Impress  Formatting may include:
- appearance
 Equipment includes: - margin
- page size
- personal computer/ networked system - page orientation (page display
- printer modes)
- projector - header and footer
- scanner
LMSD- CWPD-1.0 82
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Research
 Have learners conduct research on any two of the following areas: design presentation,
manipulate tools and features, customize settings, format presentation, create slide show
effects (insert text and image), review and print presentations correctly. Have learners
design and create a presentation using an appropriate computer application. Facilitate
question and answer session which will accommodate discussion and provide feedback.
Demonstration
 Allow learners to use audio –visual e.g. computer and projector to prepare a presentation
package (slide show) which allows them to :
- design presentation
- manipulate tools and features
- customize settings
- format presentation
- create slide show effects
- insert text and image
- review and print presentation correctly
In small groups have learners use the design wizard to create a presentation and
demonstrate the presentation to the rest of the class. Facilitate question and discussion
where feedback and clarification can be given.
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Resource Personnel/Group Presentation
 Invite a resource person(s) from a marketing company or corporate PR or legal office

come to talk about the types of document used (letterhead, memo, invoice, minutes etc.)
and show their design and how they project or identify the corporate image. Use of
version control, copyright and branding could also be demonstrated.
 After the presentation set a project where learners in groups create a portfolio of basic
documents for a fictitious company, based on a design brief. The resource person(s)
could then be invited back to see each group present their portfolio using appropriate
software and explain why they feel their design and documents meet the design brief and
the company’s requirements. The resource person could then comment on or judge the
presentations.
LMSD- CWPD-1.0 84
August 2010
UNIT THREE OPERATE A PRESENTATION PACKAGE (ADVANCE)
EXPECTED OUTCOMES
the module.
1. Identify some types of workplace environment that may require a presentation package to
be done
2. Outline techniques used for creating design according to organisational requirements
3. Outline the method by which presentation is saved in another format and in a format for
posting to a website
4. Examine techniques/formatting tools and applications that are used to create

presentations
5. Explain techniques used for incorporating or changing preset animation and multimedia
effects into the script to enhance presentation
6. Outline the procedure for testing slide show effects by using onscreen navigation tools
7. Examine the process by which templates/master slides are accessed and used within
presentations
8. Identify onscreen navigational tools used to start and stop slide show or move between
different slides
1. Create presentations
2. Customize setting
3. Format presentations
LMSD- CWPD-1.0 85
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4. Add slide show effects
5. Print slide show including notes
6. Display good posture when using the computer keyboard
1. Attentiveness to details when manipulating tools and organizational variables
2. Awareness of specifications when customizing settings for special needs
3. Being organized when designing presentations
4. Cultural awareness when carrying out workplace tasks
LMSD- CWPD-1.0 86
August 2010
RELATED CONTENT

 Organisational variables include  Tools include:
- keyboarding and accuracy as per - help, search and replace, spell

organization guidelines check, undo and simple formatting
tools
 Document variables may include:
 Operating systems:
- established files
- new documents - command line
- graphical user interface
 Disks may include:
 Cultural understanding requires the
- zip disks capacity to apply an understanding
- compact disks of cultures when carrying out
- hard disks workplace tasks, including:
- remote HDDs
- commitment to organizational goals
 OH&S procedures/precautions such as quality
include: - safety
- efficiency
- company and vendor requirements - teamwork
- ergonomic and environmental
factors such as:  Applications include:
Occupational Health and Safety
guidelines related to use of screen- - add, select, copy, delete or move
based equipment text, images and graphics within a
- computing equipment and presentation
peripherals
- ergonomic workstations
- security procedures
- customization requirements
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 Workplace environment includes:
- total organizational change

- system only change
- business improvement process
- an e-commerce solution involving
the total organization or part of the
organization
 Formatting tools include:
- tabs
- cut
- paste
- indents
- bookmarks
- hyperlinks
- borders
- lists
LMSD- CWPD-1.0 88
August 2010
Research
 Have learners do research on the top ten (10) presentation software available. Working in
groups let them choose two of the software packages and compare and contract their
features and functions.
Let them present their findings to the rest of the class using interactive presentations.
Provide feedback.
 Use PowerPoint presentation software to introduce learners to the software. Learners

should perform the following:
- Create presentations
- Customize setting
- Format presentations
- Add slide show effects
- Print slide show including notes
- Display good posture when using the computer keyboard
Assess each learner and provide feedback.
Presentation
 In small groups, have learners use different software applications to create an advanced
presentation which could include the use of:
- Self running presentation (information Kiosk)

- Interactive or self paced presentation
- Web based presentation
Learners may use the computer and projector to present their findings. Observe and give
feedback.
LMSD- CWPD-1.0 89
August 2010
UNIT FOUR USE ADVANCED FEATURES OF COMPUTER APPLICATIONS
EXPECTED OUTCOMES
the module.
1. Discuss the appropriate employment of advanced features of applications in the

preparation and presentation of data
2. Elaborate on the efficient transfer of data between applications
3. Discuss the creation of objects, macros and templates, and their employment for routine
activities
4. Give reasons for the employment of shortcuts and features for increased productivity
5. Outline the need to link related data files as required
6. Discuss the merits of easily accessing online help to overcome difficulties with
applications
7. Relate to the use of manuals training booklets and support resources to provide
expeditious solutions to routine and advanced problems
8. Discuss the need to analyze problems accurately, and to provide speedy resolution
9. Expound on the importance of accessing technical support, and supplying

troubleshooting results and alert messages to technicians in the appropriate timeframe
10. Determine the advantages of optimizing PC performance and configuring environment

based on user/organizational requirements
LMSD- CWPD-1.0 90
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1. Manipulate data
2. Access and use support resources
3. Configure the computing environment
1. Adherence to instructions
2. Clarity of thought in troubleshooting
3. Accountability for results
4. Goal-oriented
LMSD- CWPD-1.0 91
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RELATED CONTENT

 Hardware components may include  Storage media/disks may include:

but are not limited to:
- flash drives
- personal computers - CDs
- networked systems - zip disks
- local HDDs
 Documents may include but are not - remote HDDs
limited to:
 Information Technology components
- established files may include:
- established applications
- hardware
 Software applications may include - software
but are not limited to: - communication packages
- commercial software applications

- organisational specific software
- word processing
- spreadsheet
- database
 Applications may include

presentation applications contained
in:
- Microsoft Office
- Lotus Suite
- Open Office Suite
- Claris Works
- Star Office
LMSD- CWPD-1.0 92
August 2010
Research
 Have learners conduct research on any four areas of using advanced features of computer
applications. Areas of research should encompass the following:
- employing advanced features in data preparation and presentation

- linking of related data files
- accessing on-line help
- using manuals and training books to solve related problems
- enhancing, configuring and optimizing PC performance
 Let learners design and create a presentation of their research using an appropriate
computer application. Accommodate discussions through question and answer sessions,
giving appropriate feedback and guidance as deemed necessary.
Expert Visit/Independent Study
 Arrange for an IT expert to visit and discuss the use of advanced features of computer
applications. Ask the expert to explain to the learners, how to:
- Manipulate data to satisfy customer demands

- Access and use support resources such as manuals, or on-line
- Configure computing environment to achieve specific goals
 Have learners take notes and compile individual reports afterwards, using available
audio-visual equipment. Randomly choose a report and discuss with the class,
identifying weaknesses as well as strong points. Give appropriate feedback and guidance.
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Guided Practice
 Allow learners to visit the following website http://www.noupe.com/tools/file-

management-and-organization-tools-and-ideas.html to view and download a wide range
of applications which can be customized as required. Let them download some of these
applications on a computer, and use them to create documents for specific situations and
outcomes.
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REFERENCES
and used.
1. About adding text to a slide - PowerPoint. Retrieved June 2009 from:

http://office.microsoft.com/en-us/assistance/HP052339191033.aspx
2. Add text to a slide. Retrieved June 2009 from:

3. Add an organization chart. Retrieved June 2009 from:

4. Advanced features of PDF and Word Documents. Retrieved May 2010 from:
http://ezinearticles.com/?Advanced-Features-of-PDF-and-Word-Document&id=3915483
5. Advanced chat features. Retrieved May 2010 from:

http://help.yahoo.com/tutorials/cg/mail/cg_chatadv5.html
6. Advanced features of Excel. Retrieved May 2010 from:

http://www.mulgatraining.com.au/learning/advancedexcel.pdf
7. Change and organization chart. Retrieved June 2009 from:

8. Excel 2002 (XP). Retrieved June 2009 from:

http://tutorials.beginners.co.uk/read/category/19/id/348
9. HEART Trust/NTA (2004). LG - ITIDAT0171A. Operate Spreadsheet Application (Basic)
10. Insert a symbol or special character. Retrieved June 2009 from:

11. Jacobs, K. Which fonts look good in presentations? Retrieved June 2009 from:
http://office.microsoft.com/en-us/assistance/HA011243941033.aspx
12. Microsoft Excel tutorial. Retrieved June 2009 from:

http://www.baycongroup.com/excel2003/index.htm
13. PowerPoint navigation. Retrieved June 2009 from: http://www.palomar.edu/atrc/pdf/PPT-

Navigation.pdf
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REFERENCES
14. HEART Trust/NTA (2006.) LG – ITIDAT0212A. Use advanced features of computer

applications
15. Using advanced features of computer applications. Retrieved May 2010 from:
http://en.wikiversity.org/wiki/Using_advanced_features_of_computer_applications
16. Use Advanced Features of Computer Applications, Retrieved May 2010 from:
http://www.datadiscovery.com.au/PDFDocs/DDICAU267.pdf
17. Use advanced features of computer applications, Retrieved May 2010 from:
http://tpu.bluemountains.net/unit-display.php?recordID=17579&s=162
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MODULE 6
CREATING WEB PAGES
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITIWEB0722A, ITIWEB0962A

and ITIWEB0412A. It is consists of three units and is designed to enable learners to develop the
requisite knowledge, skills and attitudes to create web pages.
Unit One focuses with how to design, create and save a simple mark-up document. In addition it
deals with how to format document, create tables and element as well as store documents.
Unit Two examines the procedures to create designs and add styles to mark-up language
document.
Unit Three explores the intricacies involved in the creation of web pages using multimedia.
UNIT ONE CREATE A SIMPLE MARK-UP LANGUAGE DOCUMENT
EXPECTED OUTCOMES
the module.
1. Compare and contrast commonly used mark-up languages
2. Identify the uses of documents and its intended audience
3. Outline the relationship between mark-up language and document uses and audience
4. Explain the fundamentals of World Wide Web operations
5. State guidelines for designing document structure based on user requirements
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MODULE 6 CREATING WEB PAGES
6. Outline the procedure for formatting a document
7. Describe guidelines for saving and storing a web document
8. State the procedure for creating/formatting tables to specification for use in web page
content
9. State the method by which links (texts and images) are to be created within a document
10. State the procedures for creating links to FTP sites to transfer files easily
11. Outline the procedures for creating web page elements using chosen mark-up language
12. Discuss the role, importance and process of document testing across different platforms
13. Explain the importance of utilizing company guidelines throughout design and
development
14. Cite the importance of client feedback and confirmation
15. Describe Occupational Health and Safety issues impacting the workplace
16. Identify the types of documentation used in the process
17. Outline guidelines for maintaining quality assurance
18. Discuss routine problems that could occur in web-page development
19. Explain the importance of effective communication when dealing with clients and
colleagues
1. Determine document usage, audience and structure
2. Create document structure
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3. Create mark-up language
4. Format document
5. Create tables
6. Generate links using text, images, and image maps
7. Create form elements
8. Validate test and store pages
1. Accuracy in formatting document
2. Adherence to client’s and/or organization’s specifications
3. Adherence to confidentiality when collecting information
4. Timeliness in planning and organizing skills
5. Clear and precise oral and written communication skills
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RELATED CONTENT

requirement specified. It is by no means exhaustive; therefore, it is prudent to seek additional
information to supplement delivery.
 Sample uses include:  Sample HTML elements:
- Internet and web services with The HTML element is everything from the
commercial software applications start tag to the end tag:
such as Notepad++ and PSPad
- user interface Element
- playlists Start tag * End tag *
content
-
This is a
 Web operations may include the <p> </p>
features/functions of: paragraph
<a
This is a
- servers href="default.htm" </a>
- hypertext links link
>
- CSS <br />
- browsers
- HTTP
- IP addresses Guidelines that govern HTML element
- domain name service syntax:
- copyright issues
- an HTML element starts with a start
 Types of Mark-up languages: tag / opening tag
- an HTML element ends with an end
- HTML tag / closing tag
- XHTML - the element content is everything
- XML between the start and the end tag
- some HTML elements have empty
content
 Factors to be considered in designing
- empty elements are closed in the
document structure relate to:
start tag
- most HTML elements can have
- characteristics of the target
attributes
audience
- purpose and goals of the web page
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 Web page elements may include:  Document testing may relate to:
- head and title - colours, links, multimedia file

- texts and paragraphs (body) compatibility across platforms
- form elements - double-checking content and links
- validation of codes
 Document formatting may include: - removal of redundant codes and
tags
- ordered and unordered lists - scheduling site reviews
- tables - obtaining client/user feedback
- inserting objects, images, logos
- wrapping text  Importance of testing the document
- scaling, cropping, enhancing include:
images
- discover the site’s strengths and
 Guidelines for saving a web page weaknesses
document include: - ensure code validates to standard
- improve and enhance final product
- creating a folder on the hard drive - improve an understanding of the
- choosing a location and name for clients and their requirements
the file - validating codes
- naming folders that will make it
easier to locate content  Guidelines for maintaining quality
- omitting the use of spaces or assurance include:
punctuation marks in the file name
- using an underscore or hyphen - conducting usability testing
- keeping file names short - naming and organizing files
- selecting either .html or .htm as appropriately
suffixes/file extensions - backing up files
- using version control
 Routine problems may relate to:
- lack of compatibility between

platforms
- redundant codes/tags
- links
- images or objects
- inaccurate text content
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 Company guidelines may include:  Types of documentation include:
- specific target audience/user - technical reports with updates for

- company logos, images, objects to client and team members
be included - documents outlining system
- nature of industry/sector and requirements, project
subject material design/proposal, testing plan
- web site compatibility with existing - user manuals/guides
platform - organization’s templates
- cost
- data storage and security issues  Communication relates to:
- technical support
- communication environment - active listening
- documentation procedures - use of questioning techniques
- standard operating procedures - report writing
- appropriate non verbal
 OH&S issues impacting the communication techniques
workplace relates to: - responses to feedback
- observation of protocol
- air quality requirements
- lighting
- noise level
- cleanliness of equipment, furniture
and surroundings
- injury and fire hazards
- ergonomic breaks and exercises
- seating positions
- workspace layout
- computing equipment and
peripherals
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Simulation
 Have learners create a website for their current institution using a non-code generating
tool. The website should use HTML and give enough information to grab and keep the
users’ interest from start to finish.
In addition to the text supplied on the website, learners are required to insert/embed
appropriate images, an educational logo. Font style, size, type and colour scheme should
comply with general principles of design for web pages. The following guidelines are
provided to assist them in the process:
- research and write down information about the school. this includes the location
details, its mission or purpose, size, number of students and programmes
- look at sample web sites and identify those that have a style or format you might like
to imitate or borrow
- use the materials provided at the school or from other sources to gather more details
about your topic. from these materials and what you already know, start picking out 5
to 6 significant or interesting facts that you think you will want to highlight in your
web site
- create a design of how you want the web site to be organized and tested -- including
any graphics you think you want to include and how you plan to retrieve those
images. be sure to include plans for tables, links and form elements
- present your design to your facilitator for feedback and modification
- use HTML to create the content for the web-site
- test and secure your website
- present your prototype to your facilitator and peers in the time frame allotted
 Provide learners with feedback on:
- accuracy in the use of html

- suitability of design
- testing
- formatting and organization of the web document
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UNIT TWO DEVELOPING CASCADING STYLE SHEETS (CSS)
EXPECTED OUTCOMES
the module.
1. State reasons for identifying HTML to which the CSS will be applied
2. Discuss the validation of HTML code and the removal of redundant tags
3. Discuss the determination of the required style of the HTML pages and how the content
is entered on the page
4. Discuss the application of chosen style attributes to HTML selectors/elements
5. Elaborate on the application of property and values to selectors
6. Explain the need for separating multiple style declarations for single selectors
7. Discuss ways in which to attach CSS to HTML documents
8. Give examples of medium or media to which multiple media attributes style sheets are
applied
9. Discuss the advantages of using a range of CSS enhanced browsers to check the
consistency of styles
10. Elaborate on the development and application of CSS inheritance rules to documents
using the tree like structure
11. Explain how specific changes may be made to a general rule in order to over ride
inheritance
12. Identify image styles and font styles suitable for the Internet platform
13. Discuss the application of common tasks to documents to ensure consistency with design
requirements
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14. State reasons for applying accessibility guidelines through applied style as general rules
to pages
15. Discuss the advantages of previewing page style in a number of browsers in ensuring that
business and customer expectations are met
16. Determine the significance of seeking approval for aesthetic acceptability of the style
17. Discuss the significance of having CSS presentation signed off by the business
The following are specific tasks that learners must perform to the required standards
1. Prepare mark up pages
2. Apply styles to HTML elements
3. Attach CSS to HTML documents
4. Apply CSS inheritance rules to documents
5. Validate presentation style
2. Resourcefulness in planning
3. Concentration on tasks at hand
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5. Goal-oriented
RELATED CONTENT

 CSS authoring tools include:  CSS specification includes:
- Dreamweaver MX (Windows & - CSS1

Mac ) - CSS2
- GoLive6 (Mac & Windows)
- Amaya (Linux, Mac & Windows)  Ways of attaching CSS to HTML
- HTML-Kit (Windows) documents include:
- TopStyle Pro (Windows)
- G-G Css (Windows)
- applying basic document wide style
- Stylemaster
sheet for the document
- DHTML
- applying document sheet to an
individual element using the style
 The term properties may mean the
following: attribute
- linking external style sheet to
- font properties HTML pages by use of the link
- colour and background properties element
- text and box properties - using the @ import notation
- classification properties
 Mark-up language documents may
 CSS enabled browser used may
include:
include:
- HTML/XHTML
- Mozilla 1.4
- Netscape 7.1
- Clue Browser v4.1.1
- Internet Explorer v 5.0 and above
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 Accessibility standards adopted  Examples of medium or media

include: include:
- Web Content Accessibility - screen

Guidelines 1.0 (WCAG) - print
- Authoring Tool Accessibility - projection
Guidelines 1.0 (ATAG) - handheld
- User Agent Accessibility - aural
Guidelines 1.0 (UAAG) - braille
- tty
 Property and values application - tv
include:
 Common tasks include:
- defining colour
- font size - fonts
- links and pseudo class
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Research
 Have learners conduct research on any three areas of developing Cascading Style Sheets
(CSS), one possible website being www.csszengarden.com. Areas of research should
encompass the following:
- preparation of mark up pages

- application of styles to HTML elements
- attachment of CSS to HTML documents
- application of CSS inheritance rules to documents
- validation of presentation style
Let them design and create a presentation of their research using an appropriate computer
application. Accommodate discussions through question and answer sessions, giving
appropriate feedback and guidance as necessary.
Guided Practice
 Allow learners to visit the following website http://www.videosurf.com/video/html-and-

css-basic-coding-and-writing-code-for-beginners-91886730?vlt=ffext to view a very
informative video entitled “HTML and CSS basic coding and writing”. Allow learners to
use the computer to write and update Cascading Style Sheets (CSS) based on the
previously viewed video. Give assistance and encouragement to learners as they practice.
Guided Practice
 Allow learners to use the computer to write and update relevant site content including
title of page/section, images, videos and sound clips to a website. Give assistance to
learners as they practice. Allow learners to visit the following website
http://www.killersites.com/web-design/ to view some of the videos in designing a web
page.
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Use of Video/Guided Practice
 Provide opportunity for learners to view educational videos/DVDs on the use of web
authoring tools (software) to develop web pages. A very informative series of videos is
entitled “Creating a CSS-Based Layout”, and may be viewed at website located at
http://www.lynda.com/home/DisplayCourse.aspx?lpk2=63145&utm_source=youtube&ut
m_medium=viral&utm_content=youtube&utm_campaign=youtube
 After viewing the video, have learners work in small groups to apply authoring tool to
develop a web document. Free authoring tools may be downloaded at website
http://www.trendyflash.com/download-now.asp
 Remind learners to:

- identify authoring requirements
- create files
- create formatting templates
- define library items
- develop templates
- create simple forms
- create simple navigation
- test for effectiveness
 Supervise learners and provide feedback on their performance. Encourage them to get
additional practice in areas where deficiencies are observed.
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Field Visit/Independent Study
 Arrange for learners to visit a multimedia production school or production enterprise to

observe the creation of web pages. Ask an experienced personnel to demonstrate to
learners, some of the following:
- identification of the HTML to which the CSS will be applied

- business content that will be entered in the HTML page
- determination of HTML page styles, based on business needs
- declaration of style sheets
- use of style attributes
- development of inheritance rules
 Have learners take notes and compile individual reports afterwards, using available
identifying weaknesses as well as strong points. Avoid identifying the writer of the report
being discussed. Give appropriate feedback and guidance.
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UNIT THREE CREATE WEB PAGES WITH MULTIMEDIA
EXPECTED OUTCOMES
the module.
1. Define relevant terms
2. Compare and contrast the uses of HTML or XML on or off the Internet
3. Review the correct application of the principles of design and navigation to the context of
web page viewing
4. Outline the differences between page layout languages and document content description
5. Review the need to choose file types for images and other data to suit the Internet
viewing environment
6. Elaborate on the naming of HTML or XML specifications and extension types, and the
selection of a suitable XML, HTML level or DTD for any particular task
7. Explain the correlation between the choice of web authoring software and the type of
authoring task and workplace procedures
8. Discuss the sourcing and optimization of images, sound and other reference files for
download and display
9. Outline the use of web authoring, conversion or test editing software for preparing pages
incorporating text images and video, sound, script or programming, according to design
brief
10. Describe the appropriate file names when saving completed XML or HTML pages
11. Determine the reason(s) for checking raw XML or HTML
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12. Explain the validation of pages process by use of suitable syntax parsing and rules
checking software
13. Discuss the need to correct XML or HTML in response to validation report until a clean
validation is achieved at the chosen level
14. Review the process of uploading pages and associated files to server, or transferring to
other media
15. Discuss the merits of checking internal and external links for functionality in their final
location
16. Evaluate the use of helper applications and plug-ins
1. Identify the tools and parameters of web page design
2. Produce web pages
3. Validate and prepare for distribution
The following represent the attitudes/behaviours that learners must employ in carrying out the
1. Analytical skills in relation to normal routine work processes
2. Compliance with supervision
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3. Research skills in identifying, analysing and evaluating best practice in multimedia

products and procedures
4. Pride in workmanship
7. Goal-oriented
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RELATED CONTENT

 Relevant terms:  Software used may include to:
- HTML (Hyper Text Mark-up - commercial software applications

Language) - organisational specific software
- XML (Extended Mark-up - commercial multimedia software
Language) - word processing, spreadsheet,
- DTD (Document Type Definition) database, graphic, communication
packages and presentation
 The distribution/display media may functionalities
include: - helper applications and appropriate
browser plug-in
- world wide web public access
- local intranet  Storage media used may include:
- CD-ROM
- kiosk or specific purpose delivery - flash drives
methods as required - CDs
- DVDs
 Validation procedures followed may - zip disks
include:
 Raw XML or HTML is checked for:
- SGML syntax parsers and "lint" or
rules-based checkers, either - redundancies
accessed via the Internet or run - omissions
from a local disk - extensions
- ALT tags
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Demonstration
projector to prepare a slide show, depicting the following aspects of the creation of web
pages with multimedia:
- identification of software and parameters of web page design

- production of web pages
- validation and preparation for distribution
Have each group of learners present their project to the rest of learners alternately.
Facilitate discussion through question and answer and give clarification and feedback
Use of Video/Guided Practice
 Provide opportunity for learners to view educational videos/DVDs on the use of

multimedia in web pages. Let learners access video at website
http://www.youtube.com/watch?v=Pnt1OuD_NeE&feature=youtube_gdata
 After viewing the video, have learners work in small groups to use multimedia in web
pages. Free trial multimedia presentation software may be downloaded at website
http://www.freedownloadmanager.org/downloads/multimedia_presentation_software/
 Supervise learners and provide feedback on their performance. Encourage them to get
additional practice in areas where deficiencies are observed.
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 Arrange for learners to visit a website design facility (training or production). Ask an
experienced design person to demonstrate to learners the critical aspects of website
designing, particularly, the use of software to add multimedia to a web page. Request that
the demonstrator cover areas such as:
- the use of HTML or XML

- the choice of file types for images
- the sourcing and downloading of images, sound and other reference files
- validation of pages with appropriate syntax parsing and rules checking software
- uploading or storing of pages and associated files
Have learners take notes and compile individual reports using available audio-visual
equipment. Randomly choose a report and discuss with the class, identifying weaknesses
as well as strong points. Give appropriate feedback and encouragement as necessary.
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REFERENCES
and used.
1. Cascading style sheets. Retrieved May 2010 from: http://www.w3.org/Style/CSS/
2. Chapter 2: CSS. Retrieved May 2010 from: http://www.w3.org/Style/LieBos2e/enter/
3. Create an online interactive multimedia magazine from any document. Retrieved May 2010
from:
http://www.masternewmedia.org/news/2008/06/24/create_an_online_interactive_multimedia.
htm
4. Digital photography - tips, techniques and digital camera buying guides and reviews.
Retrieved June 2009 from: http://www.brighthub.com/multimedia/photography.aspx.
5. Embedding multimedia. Retrieved May 2010 from:

http://multimedia.journalism.berkeley.edu/tutorials/elements/
6. Garrard, T. Writing for multimedia and the web: a practical guide to content development for
interactive media. Retrieved May, 2010 from
http://books.google.com.jm/books?id=bHSukrGBiB4C&lpg=PP1&dq=Create%20web%20p
ages%20with%20multimedia&pg=PP1#v=onepage&q=Create%20web%20pages%20with%
20multimedia&f=false
7. Guidelines for multimedia on the web. Retrieved May 2010 from:

http://www.useit.com/alertbox/9512.html
8. HTML source: HTML tutorials. Retrieved May 2010 from:

http://www.yourhtmlsource.com/stylesheets/introduction.html
9. How to create websites. Retrieved May 2010 from: www.w3schools.com
10. How to write style sheets. Retrieved May 2010 from:

http://www.cs.tut.fi/~jkorpela/styles/howto.html
11. Howstuffworks “5 tips for more effective PowerPoint presentations”. Retrieved June 2009
from:
http://communication.howstuffworks.com/search.php?terms=5+Tips+/ort+more=effective+P
owerpoint presentations
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REFERENCES
12. Kahn+ Associates-visualizing information architecture. Retrieved June 2009 from: www.
kahnplus.com
13. Large format scanner news & views. Retrieved March 2010 from:
http://www.scanners4cad.com/indexhlm
14. Long, L. and Long, N. (2004). Computers, information technology in perspective Prentice
Hall Publishers
15. Multimedia. Retrieved May 2010 from: http://www.jqjacobs.net/web/multimedia.html
16. Niederst Robbins J. (2003). Learning web design (3rd ed.), O’Reilly Associates Inc. USA.
ISBN 978-0-596-52752-5 companion web site http://www.learningwebdesign.com/
17. Upload and share PowerPoint presentations. Retrieved June 2009 from: www.slideshare.net
18. Video: “Creating a CSS-based layout”. Retrieved May 2010 from:

http://www.lynda.com/home/DisplayCourse.aspx?lpk2=63145&utm_source=youtube&utm_
medium=viral&utm_content=youtube&utm_campaign=youtube
19. Web design and applications. Retrieved May 2010 from: www.w3.org
20. Web multimedia tutorial. Retrieved May 2010 from:

http://www.w3schools.com/media/default.asp
21. Web style guide. Retrieved May 2010 from: http://webstyleguide.com/
22. Writing a cascading style sheet. Retrieved May 2010 from:

http://www.canit.se/~griffon/web/writing_stylesheets.html
23. Writing efficient CSS. Retrieved May 2010 from:

http://www.communitymx.com/content/article.cfm?cid=90f55
24. Writing style sheets. Retrieved May 2010 from: http://www.cameratim.com/computing/web-

authoring-guide/writing-stylesheets
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MODULE 7
DESIGNING CONTENT FOR WEB PAGE
MODULE OBJECTIVE
This module is benchmarked against Competency Standards ITIWEB0162A, ITIWEB2323A,

ITIWEB1121A and ITIWEB0492A. It consists of four units, and is designed to enable learners
to develop the requisite knowledge, skills and attitudes to design web pages.
Unit One highlights how to determine site content, write site concise and relevant content as well
as upload content for web pages.
Unit Two focuses on the development of an information architecture for a complex website that
meets current and future business needs.
Unit Three focuses on how to create document structure, format document and input objects,
create tables, test and save document, generate links as well as create simple forms.
Unit Four deals with the use of web authoring and other related software/tools to create simple
web pages.
UNIT ONE WRITE CONTENT FOR THE WORLD WIDE WEB
EXPECTED OUTCOMES
the module.
1. State the importance of confirming site purpose and functionality to client specification
2. Identify customer information needs with reference to audience, site functionality and
client requirements
3. State the importance of identifying content channel and format requirements

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MODULE 7 DESIGNING CONTENT FOR WEB PAGE
4. Discuss how organizations structure themselves to use e-business
5. Discuss the importance of identifying templates and style guides
6. Outline methods by which relevant content is identified and analysed
7. Examine the relationship between content and alterations to site design
8. Examine the importance of generating appropriate content in accordance with

requirements and organizational guidelines
9. Explain reasons for writing content in a manner that it can be scanned and is user
friendly
10. Discuss the importance of editing content according to audience needs, site functionality
and client requirement
11. Explain the correct procedures and guidelines for logging content into server site using
the appropriate administrative or anonymous FTP protocol
12. Outline procedures for launching and navigating appropriate transfer software graphically
or through command lines
13. Examine how files are stored and ordered according to user needs and file extensions
14. Explain the correct procedures for closing contention
1. Determine site content requirements
2. Develop site content
3. Upload content
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1. Compliance with organizational quality standards and procedures, Occupational Health

and Safety guidelines, policies and procedures
2. Accuracy in completing task to specification
3. Appropriateness in selecting software applications/determining content channels and

formats
4. Awareness of the needs of audience
RELATED CONTENT

 Content related to information and  Content is identified and analysed

interactive features includes: taking into consideration:
- product information - audience needs

- company information - maintenance requirements
- copyright and disclaimer notices - information architecture
- a site search engine - site design
- site map - functionality
- reference pages
- content may be text, video, audio,
graphics, animation etc.
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 E-business variables include:  Content usability should consider

how easy it is for users to:
- how organizations structure
themselves - grasp the nature and extent of a
- capture information site’s content
- manage their workers - explore the site
- relate and partner with other - digest information
organizations and groups to achieve - interact with that content
effective functioning, efficient
operations and cultural shifts  Usability should also account for
handicapped persons through devices
 E-commerce models include: such as:
- business to consumer (B2C) - captions

- business to business (B2B) - ALT tags for images and
- business to enterprise (B2E) - providing the same information in a
- government to consumer (G2C) number of formats
- government to business (G2B)
- consumer-to-consumer (C2C)  File transfer protocol (FTP) clients
may include a wide variety of
 The knowledge economy is broader authoring tools:
than on-line participation and
includes: - AxY FTP for Windows, Linux and
Unix
- knowledge workers and - Dreamweaver
organizations - CuteFTP
- recognizing the value of life long - Win 95/NT File sharing
learning and the need to capture - Microsoft Expression Web
knowledge within organizations to - MS Internet Explorer graphical FTP
ensure effective functioning
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Research
 Have learners work in small groups to do research on writing for the World Wide Web.
Each small group will discuss and present their findings. Conduct discussion and provide
feedback in order to clarify information and further develop the concept(s).
Demonstration
 Allow learners to observe facilitator demonstrating how to write and update relevant site
content, including title of page/section, images, videos and sound clips to a website.
Learners will ask questions to clarify their understanding.
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UNIT TWO DEVELOP WEB-SITE INFORMATION ARCHITECTURE
EXPECTED OUTCOMES
the module.
1. Explain how the strategic intent of website can be identified from business requirements
and customer expectations
2. Discuss the development of information requirements of the website
3. State reasons for identifying required information, grouping them into business schemes
and relating them to the business structure
4. Elaborate on the benefits of determining content requirements for each process
5. Discuss the advantages of clustering information in related topics
6. Determine the benefits of developing an information hierarchy and checking data to

confirm sequence of hierarchy
7. Discuss the importance of carrying out verifications
8. State reasons for building an easy navigational system
9. Explain the necessity of developing a consistent and logical labelling system, taking into
account user demographics
10. Discuss the significance of prototyping information architecture design
11. Explain the use of testing of the prototype by a sample of users
12. Elaborate on the importance of soliciting feedback from users, and the subsequent
adjusting of architecture based on that feedback
13. Explain the value of signing off prototype as having met current and future business
requirements
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1. Identify content needs
2. Plan content structure
3. Develop navigation system
4. Test and sign off
The following represent the attitudes/behaviours that learners must employ in carrying out the
2. Resourcefulness in planning
5. Goal-oriented
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RELATED CONTENT

 Information gathering techniques  Navigational approaches include:

include:
- site hierarchies and indexes
- face-to-face meetings - search interfaces
- site critiques, both the existing - tables of contents
business
- sites and competitors  Reasons for building an easy
- workshops navigational system:
- customer surveys
- reviews of existing business - provide search and feedback is for
information users
 Development of information  Information architecture involves

requirements based on: steps such as:
- website intent - website prototype

- intended audiences - assessing existing and needed
- types of customer interactions content,
- long and short term goals for the - organizing the pages,
site
- providing clues to help use the site
efficiently
 Business structure includes:
- information structure - developing navigational structure
- related links - diagrams or other representation of
the information architecture
 Verifications are made to ensure that
labels are:  Reasons for testing prototype to
determine:
- clear
- consistent - usability
- coherent - architecture suitability (meets
- intuitive for users to access customer expectation)
- content will format correctly
LMSD- CWPD-1.0 126

August 2010
Research
 Have learners conduct research on any two areas of web page design, two possible
resource websites are www.w3.org and www.w3schools.com. Area for research could
include the following:
- website architecture
- business process design
- linking processes
- understanding the implications of technology, connectivity and documenting
technical specifications
 Let them design and create a presentation using an appropriate computer application.
Accommodate discussion and feedback through a question and answer session.
Resource Personnel
 Have a resource person come in to address learners on how to design a web page. Ask
resource person to concentrate on the following three aspects of web page designing:
- identification of web page contents based on customer’s requirements

- planning the content structure
- development of navigation system
 Let learners ask questions to widen their knowledge. Convene a discussion where
feedback can be used for reinforcement of learning.
Online Tutorial
 Allow learners to visit the following websites: www.webmonkey.com/tutorials and

webstyleguide.com. Let them view the most popular tutorials, along with summaries of
each lesson. Have discussions and provide feedback.
LMSD- CWPD-1.0 127

August 2010
UNIT THREE USE A WEB AUTHORING TOOL TO CREATE A SIMPLE WEB PAGE
EXPECTED OUTCOMES
the module.
1. Identify a range of web authoring tools/software that can be used to develop web content
2. List some types of mark-up languages that are used for creating, and editing web pages
3. Outline how the head, title, body, text and paragraphs of the document should be created
in the user-agreed style, according to procedures, standards and guidelines
4. Discuss how spaces, special symbols and images are inserted so that they are displayed
across platform and more easily readable
5. Explain methods used for saving documents according to name and text case useful for
the purpose of the document
6. Outline the procedures for positioning elements on the pages for a preferred look
7. Discuss why format, background colour, text, images and elements on the page should
meet user presentation requirement
8. Explain the procedure for creating tables to specification for use in various documents
9. State methods and techniques by which links and anchors can be created within a
document
10. Outline how a form can be connected to a script in a server’s virtual directory and how
testing of the form is carried out
11. Explain how links, colours and formatting can be tested across different platforms
12. Discuss the process of saving/ensuring document format remains consistent across
different platforms/browsers
LMSD- CWPD-1.0 128

August 2010
1. Create document structure
2. Format document and import objects
3. Create tables
4. Generate links
5. Create simple forms
6. Test and save document
1. Attention to detail when creating document structure
2. Carefulness in formatting document
3. Accuracy when creating links
4. Creativity in making document legible
5. Tactfulness in using communication techniques
LMSD- CWPD-1.0 129

August 2010
RELATED CONTENT

 Web authoring tools include:  Mark-up language include:
- Dreamweaver - HTML and DHTML

- Golive
- Adobe Photoshop  Formatting of text includes:
- Fireworks
- Microsoft Expression Web - colour
- Notepad ++ - bolding
- PSPad - size
- text spacing
 Web development standards include:
- Web Content Accessibility Guidelines

1.0 (WCAG)
- Authoring Tool Accessibility
Guidelines 1.0 (ATAG)
- User Agent Accessibility Guidelines 1.0
(UAAG)
LMSD- CWPD-1.0 130

August 2010
Guided Practice
 Provide opportunity (in a real workplace or simulated setting) for learners to use the
computer to create document structure, format document and import objects, create
tables, generate links, create simple forms as well test and save document. For example,
assign them to conduct research on different topics relating to their respective computing
functions. Monitor and provide assistance and feedback as necessary.
Research
 Allow learners to do research in the following areas – software and tools used to create
simple web pages. They should do research in small groups and then present their
findings to larger group using PowerPoint presentation.
Guest Personnel
 Invite guest to address learners on topic related to web authoring tools. After the
presentation learners engage in a question and answer session in order to clarify and
enhance their understanding of the process.
LMSD- CWPD-1.0 131

August 2010
UNIT FOUR APPLY A WEB AUTHORING TOOL TO DEVELOP A WEB DOCUMENT
EXPECTED OUTCOMES
the module.
1. Explain the importance of identifying and selecting preferred web authoring tool based
on business preferences
2. Outline ways in which to set preferences for the web authoring tool, inclusive of site FTP
3. Explain the importance of navigating and customizing web authoring tool

environment/workspace to meet individual requirements
4. Elaborate on the need to select the correct buttons and tools to access a full range of
features
5. Determine why site must be defined, clearly named and a root folder created using the
correct procedures
6. Discuss the importance of creating/saving files in the correct location/directory
7. Explain correct procedures used for inserting, formatting text content and optimizing
images
8. State why frames must be identified, created, named and saved as necessary
9. Discuss the use of local formatting tools to create required business images
10. Elaborate on the correct procedural creation of a basic external Cascading Style Sheet
(CSS)
11. Discuss definition of styles for required tags and how linking CSS to relevant files will
display relevant formatting
12. Explain how to identify items that recur on several pages
LMSD- CWPD-1.0 132

August 2010
13. Examine the need to format and check tags of selected items according to CSS definitions
14. Outline the methods for selecting, creating and clearly naming library items
15. Determine why items contained in a library should be updated according to business
information needs
16. Outline steps involved in creating/saving a file as a template, formatting the template
creating editable regions and linking it with CSS
17. Discuss the placing of generic icons in pages as required by the business image
18. Elaborate on correct procedures to save or modify templates
19. Discuss the importance of setting individual form properties and insertion of additional
fields when adding form elements to page
20. Elaborate on the accurate identification of availability and location of server-side script
21. Discuss the creation of multiple links using both text and images and between pages to
reflect content structure
22. State the importance of checking links and website contents across a number of different
browsers and browser versions
LMSD- CWPD-1.0 133

August 2010
1. Identify authoring requirements
2. Create files
3. Create formatting templates
4. Define library items
5. Develop templates
6. Create simple forms
7. Create simple navigation
The following represent the attitudes/ behaviours that learners must employ in carrying out
the learning activities.
1. Accuracy in file creation
2. Compliance with supervision
3. Pride in workmanship
6. Correctness when creating forms
7. Goal-oriented
LMSD- CWPD-1.0 134

August 2010
RELATED CONTENT

 Web development standards may  The code generation may be

include: automated by:
- Web Content Accessibility - commercial applications (candidate

Guidelines 2.0 (WCAG) will need to be able to validate the
- Authoring Tool Accessibility code and fix any problems)
Guidelines 1.0 (ATAG)
- User Agent Accessibility  Form properties may include:
Guidelines 1.0 (UAAG)
- text fields
 Web authoring tool may include: - check boxes
- submit and radio-buttons
- Dreamweaver - select lists
- Golive - text area
- Adobe Photoshop - field set
- Fireworks - legend
- Microsoft Expression Web - label elements
- Notepad ++
- PSPad
 Mark-up language may include:
- HTML
- DHTML
LMSD- CWPD-1.0 135

August 2010
Demonstration
projector to prepare a slide show, depicting the following:
- identification of authoring requirements

- creation of files
- creation of formatting templates
- definition of library items
- development of templates
- creation of simple forms
- creation of simple navigation
Have each group present their project to the rest of learners. Facilitate question and
discussion where feedback and clarification can be given.
LMSD- CWPD-1.0 136

August 2010
 Arrange for learners to visit a web site design facility (training or production). Ask an
experienced design person to demonstrate to learners the critical aspects of web site
designing, in particular, the use of authoring software to develop a web document. Make
a request for the demonstrator to cover areas such as:
- identification of web authoring software

- the correct selection of buttons and tools
- creation and saving of a file
- insertion of icons and images
- use of formatting tools
- creation of basic CSS
- creation of library files
- linking of CSS to the relevant files
- addition of form elements to page
Have learners take notes and compile individual reports afterwards, using available
identifying weaknesses as well as strong points. Avoid identifying the writer of the report
being discussed. Give appropriate feedback.
LMSD- CWPD-1.0 137

August 2010
REFERENCES
and used.
1. Apply web authoring tool to convert client data for web sites. Retrieved May 2010 from:
http://en.wikiversity.org/wiki/Apply_web_authoring_tool_to_convert_client_data_for_websit
es
2. Authoring tool accessibility guidelines. Retrieved May 2010 from:

http://www.w3.org/TR/ATAG20/
3. Basic formatting tools. Retrieved June 2009 from: http://www.latex-project.org/guides/tlc2-

ch3.pdf
4. Creating a web site – a step by step guide. Retrieved May 2010 from:
http://www.jessett.com/
5. Create your own web page. Retrieved May 2010 from:

http://www.smplanet.com/webpage/webpage.html
6. DreamweaverMX tutorials. Retrieved June 2009 from:

http://www.siteownersdesign.com/design-tutorials/dreamweaver-mx-tutorial/
7. Dan’s web tips: directories and default index files. Retrieved June 2009 from:
http://webtips.dan.info/subdir.html
8. Free HTML editors/free web editors. Retrieved May 2010 from:

http://www.thefreecountry.com/webmaster/htmleditors.shtml
9. Guide to creating website information architecture and content. Retrieved June 2010 from:
http://www.princeton.edu/communications/services/docs/IAguide2.pdf
10. How can I optimize images for the web, web services? Retrieved June 2009 from:
http://www.bnl.gov/itd/web/optimize_images.asp
11. How to create a web page. Retrieved May 2010 from: http://www.make-a-web-site.com/
12. How to design your own web page. Retrieved May 2010 from: http://www.ehow.com/how-
to_4845451_design-own-web-page.html
13. HTML help by the web design group. Retrieved May 2010 from: http://htmlhelp.com/
LMSD- CWPD-1.0 138

August 2010
REFERENCES
14. HTML editor. Retrieved May 2010 from: http://en.wikipedia.org/wiki/HTML_editor
15. Image properties. Retrieved June 2009 from:

http://www.pixelmill.com/support/support_article.aspx?ParentListID=al1021&articleid=kb1
01297
16. Jennifer’s web design blog. Retrieved May 2010 from: http://webdesign.about.com/
17. Using HTML authoring tools. Retrieved June 2009 from:

http://www.washington.edu/computing/web/publishing/auth-tools.html
18. Video: how to build/create a website using open source software (for free). Retrieved May
2010 from: http://www.youtube.com/watch?v=9RZ7pz-eDP4&feature=youtube_gdata
19. Web page design. Retrieved May 2010 from:

http://www.webdevelopersnotes.com/design/index.php3
LMSD- CWPD-1.0 139

August 2010
APPENDIX A
Packaging of Competency Standards for National Qualifications
ITI20209 NVQ Level II Web Page Designing
Unit Code Unit Title Core/Elective Hours

ITICOR0021A Apply Occupational Health and Safety procedures Core 10
ITICOR0031A Work effectively in an Information Technology Core 10
environment
ITICOR0041B Communicate in the workplace Core 15
ITICOR0051A Participate in a team and individually to achieve Core 10
organization goals
ITICOR0231A Operate a personal computer Core 20
ITICOR0241A Operate a word processing application (basic) Core 20
ITICOR0271B Send and retrieve information via the Internet Core 30
ITIWEB1121A Use a web authoring tool to create a basic web page Core 20
ITINET5121A Maintain equipment, consumables and software Core 20
inventories
ITIWEB0162A Write content for the World Wide Web Core 20
ITIDAT0282A Locate and evaluate on-line information Core 20
ITIDAT1082B Operate a word processing application (advance) Core 20
ITIWEB0962A Develop Cascading Style Sheet (CSS) Core 30
ITIDAT0212A Use advance features of computer applications Core 20
ITIDAT0252A Design organisational documents using computing Core 20
packages
ITIWEB0722A Create a simple mark-up language document to Core 45
specification
ITINET1372A Install software applications Core 20
ITINET1362A Connect hardware peripherals Core 20
ITIWEB0412A Create web pages with multimedia Core 20
ITIWEB0492A Apply web authoring tool to develop a web document Core 30
ITIDAT0171A Operate a spread sheet application (basic) Elective 20
ITIDBO0251A Operate a database application (basic) Elective 20
ITIMED0261A Operate a presentation package (basic) Elective 20
BSBBAD0031A Use business equipment Elective 20
ITIDAT0141A Operate computing packages Elective 20
ITIDAT0131A Operate computer hardware Elective 20
ITIDBO0832A Use SQL to create database structure and manipulate Elective 30
data
ITIMED0482A Prepare multimedia for different platforms Elective 20
ITIMED1092A Operate a presentation package (advance) Elective 20
ITIDAT1072A Operate a spreadsheet application (advance) Elective 20
ITIMED0392A Capture a digital image Elective 20
ITIDBO1392A Operate a database application (advance) Elective 20
BSBSBM0012A Craft personal entrepreneurial strategy Elective 50
Qualification Framework for the Information Technology Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET 1 of 2
Copyright  2009 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission
of the publishers.
APPENDIX A
ITI20209 NVQ Level II Web Page Designing (Cont’d)
Unit Code Unit Title Core/Elective Hours

ITIWEB0773A Build a document using extensible mark-up language Elective 30
ITIWEB2323A Develop a web-site information architecture Elective 15
ITIWEB1923A Transfer contents to a web-site using commercial Elective 10
application
ITIWEB0743A Produce client-side script for dynamic web pages Elective 30
To achieve this qualification ALL CORE competency standards and a minimum of any two (2) Level
1 electives, any two (2) Level 2 electives and one (1) Level 3 elective must be achieved.
Nominal Training Hours (Institutional Delivery) include total hours of Core competencies and
Electives selected.
Legend to Unit Code
Example: ITIWEB2323A
IT I WEB 232 3 A
Industry or Sector Version Control

Sub-Sector Competency Level
Occupational Area Competency Number
Key: COR – Core; NET – Networking; DAT – Data Operation; DBO – Data Base Operation;
WEB – Web Development; SBM – Small Business Management; MED – Multi Media;
BSB – Business Services (Business); ITI Information Technology (Information)
Qualification Framework for the Information Technology Stream of the Information & Communication Industry (ITI)
Standards & Assessment Development Unit, NCTVET 2 of 2
Copyright  2009 National Council on technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission
of the publishers.

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WEB PAGE DESIGNING CURRICULUM

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2010 ***

The WEBPAGE DESIGNING LEVEL TWO Curriculum is designed to provide

MODULE HOURS ...................................................................................................................... iv

MODULE 1 DISPLAYING WORKPLACE SAFETY AND TEAM ETHICS ........ 1

Unit One Apply Occupational Health and Safety Procedures ................................... 1

Unit Two Work Effectively in an Information Technology Environment ................... 6

Unit Three Communicate in the Workplace ................................................................ 11

Unit Four Participate in a Team or Individually to Achieve OrganisationalGoals .. 16

MODULE 2 OPERATING COMPUTER SYSTEMS .............................................. 21

Unit One Operate a Personal Computer .................................................................. 22

Unit Two Operate Computing Packages .................................................................. 27

Unit Three Connect Hardware Peripherals ................................................................ 31

Unit Four Install Software Applications .................................................................... 37

Unit Five Maintain Equipment, Consumables and Software Inventory ................... 41

Unit Two Locate and Evaluate Online Information ................................................. 51

MODULE 4 USING COMPUTING PACKAGES .................................................... 57

Unit One Operate a Word Processing Application (Basic)...................................... 57

Unit Two Operate a Word Processing Application (Advance) ................................. 63

Unit Three Design Organizational Documents using Computing Packages .............. 67

MODULE 5 OPERATING SOFTWARE APPLICATIONS ................................... 73

Unit One Operate a Spreadsheet Application (Basic/Advance) ............................... 73

Unit Two Operate a Presentation Package (Basic) .................................................. 80

Unit Three Operate a Presentation Package (Advance) ............................................. 85

Unit Four Use Advanced Features of Computer Applications .................................. 90

Unit One Create a Simple Mark-Up Language Document ...................................... 97

Unit Two Developing Cascading Style Sheets (CSS) ............................................. 104

Unit Three Create Web Pages with Multimedia ....................................................... 111

References ................................................................................................................................... 117

MODULE 7 DESIGNING CONTENT FOR WEB PAGE .................................... 119

Unit Two Develop Web-Site Information Architecture ........................................... 124

References ................................................................................................................................... 138

APPENDIX A ..................................................................................................... Qualification Plan

Each module comprises the following components:

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

Demonstrations On-the-job training DVD

NOTE TO THE FACILITATOR

LMSD- CWPD-1.0 iii

MODULE 1……………………………………………………………… 40 HRS

MODULE 2………………………………………………………………. 65 HRS

MODULE 3………………………………………………………………. 50HRS

MODULE 4………………………………………………………………. 60 HRS

MODULE 5………………………………………………………………. 50 HRS

MODULE 6………………………………………………………………. 100 HRS

MODULE 7………………………………………………………………. 65 HRS

TOTAL MODULE HOURS ………………………………………………….. 430 HRS

This module is benchmarked against Competency Standards ITICOR0021A, ITICOR0031A,

Suggested Module Time: 40 Hours

UNIT ONE APPLY OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

1. Outline health, safety and security procedures

Knowledge Requirement (Cont’d)

2. Identify breaches of health, safety and security procedures

3. Discuss the importance of reporting any suspicious behaviour, packages or OH&S

4. Examine the process of dealing with emergency situations/procedures

5. State appropriate authorities to seek assistance from during an emergency

6. Discuss the need to report emergency situations

9. Outline detailed information on ergonomic issues

10. Explore the risks of Repetitive Strain Injuries (RSI) in an IT environment

1. Identify and document major causes of accidents

2. Deal with emergency situations

* 2010 *