Lower Secondary Information Technology

Page 1
Preface
Lower Secondary Core Curriculum

Page 2
Acknowledgments
The Quality Assurance and Development Services of the Ministry of Education, in collaboration with The Belize
Association of Principals of Secondary Schools and members of the Information Technology Team of writers,
developed the Core Information Technology and Communications Curriculum with input from other
stakeholders.
THE INFORMATION TECHNOLOGY CURRICULUM TEAM
Amilcar Umaña Lester Johnstone Gregory Almendarez Nelson Longsworth

(Team Leader) HOD I.T. HOD I.T. I.T. Teacher Curriculum Officer
Belmopan Comprehensive School Sacred Heart College Independence High School QADS
Kendra Rosado. Matthew Redmond Kathleen Staine

Computer Teacher I.T. Specialist I.T. Lecturer
St. Catherine Academy QADS University of Belize
FRAME WORK/REVIEW COMMITTEE
CURRICULUM DEVELOPMENT UNIT
Maud Hyde David Eck Nelson Longsworth Corinth Lewis

Director Programme Manager Curriculum Coordinator Consultant
QADS QADS QADS QADS
Gratitude is extended to the following schools for the use of their facilities:
Belmopan Comprehensive High School Sacred Heart College
First Draft For Editing

Page 3
Table Of Contents
1. Introduction ………………………………………..………...…………... Pg. 5

Purpose of the Resource Guide…………………………………………...………... Pg. 5
Intended Audience…………………………………………………………...……...Pg. 6
Organization of the Resource Guide…………………………………………...…... Pg. 6
2. An Overview…………………...…………………………………………...... Pg. 7
Introduction……...…………………………………………………..…………….. Pg. 7
The Vision…………………………………………………………..……………... Pg. 7
National Secondary School Philosophy of Education………………………………Pg. 8
Modeling the Primary Curriculum…………………………………...…………….. Pg. 9
Essential Learning Outcomes……………………………………………………….Pg. 11
3. Developing a School’s Curriculum……………………………….……. Pg. 13

What is Curriculum?………………………………………………………….……. Pg. 13
Is the I.T. Core Curriculum Sufficient as a National Level Curriculum?………...... Pg. 14
Curriculum Development/Renewal…………………………………………..……. Pg. 14
What types of Curriculum Documents should schools develop?……………..…….Pg. 15
Renewing the Information Technology Curriculum…………………………....….. Pg. 15
Should schools wait for new Information Technology textbooks?………….….…. Pg. 17
Organizing and Structuring the Information Technology Curriculum……….……. Pg. 17
The Teaching-Learning System…………………………………………….……….Pg. 21
Curriculum, Instruction, and Assessment……..……………………………………. Pg. 21
Structure of Knowledge……………………………………………………………..Pg. 22
Examples of Instructional Strategies………………………………………………..Pg. 23
Collaborative Learning Techniques………………………………………………....Pg. 25
Assessment……..…………………………….……………………………………..Pg. 27
Designing for Depth of Understanding……….……………………………..…….. Pg. 28
Multiple Methods of Assessment……………..…………………………..………. Pg. 30
Aligning Curriculum, Instruction, and Assessment…..…………………….………..Pg. 31

Page 4
4. First and Second Form Core Curriculum...…………………………...…… Pg. 33
Foreword…………………………………………………..……………………………... Pg. 33
Rationale and Philosophy………………………………………..……………...……….. Pg. 34
Best Practices…………………………………………………………..………………… Pg. 34
Theories of Learning……………..…………………………………...…... ……………. Pg. 35
Cognitivism……………………………………..………………………………………. Pg. 35
Multiple Intelligences………………………………………….….…………………….. Pg. 39
Constructivism……………………………………….…………………………………. Pg. 39
Behaviorism………………………………………………………..…………………… Pg. 40
First and Second Year Core Curriculum…………..……………………………………. Pg. 41
General Introduction……………………...…………………………………………….. Pg. 41
Objectives………………………………………………………………………………. Pg. 41
Topic Map Years 1 and 2……………………………...……………………………….. Pg. 42
Appendices.…………………………………….………….…………………………… Pg. 154

Page 5
Introduction
The Ministry of Education has continuously been engaged in educational reform. In the late 1980s,
curriculum, instruction, assessment, preparation and certification of professional educators, and staff
development have all received consideration and have undergone substantial restructuring to improve
the effectiveness of educational opportunities for students. One of the most recent efforts has been the
development of the Comprehensive National Curriculum (CNC) for primary schools. The CNC
provides curriculum units of work for all compulsory subjects. Extending the need for consistency in
standards at the secondary level has prompted the development of a lower secondary core curriculum.
This curriculum provides the basis for defining essential knowledge and skills, and these have
implications for instruction, assessment, staff development, and educator preparation.
The Information Technology Lower Secondary Core Curriculum was prepared by a combined effort of
both the Ministry of Education and The Belize Association of Principals of Secondary Schools
(BAPSS). The document should be helpful in pointing to decisions that need to be made, work that
needs to be completed, and materials that need to be developed. It is intended to be a general and
flexible guide, not a detailed blueprint. The Information Technology Core Curriculum does set some
parameters for lower secondary education, but educational leaders who use the guide will find that there
is ample opportunity to address the unique context of their institution or the environment in which they
exist.
The developers of this document hope that it, along with additional material, will serve as a useful
resource as teachers and schools continue to work toward the full implementation of their curriculum.
This resource is designed to:
• Introduce the context in which planning for student learning occurs
• Introduce concepts/topics/themes as springboards for student learning for students in forms 1 and
2
• Provide suggestions of strategies for teaching, learning, and assessment for addressing a range of
student needs
• Provide a list of references, including teacher and student resources, to support student learning
and achievement within the curriculum.
By using this guide, teachers will gain:

• An increased understanding of what knowledge, skills, and attitudes students are expected to
learn in Information Technology at forms 1 and 2.
• An increased appreciation of the curriculum - the knowledge, skills, and attitudes expected of
students in these two forms
• A heightened awareness of the importance of deliberately planning for student learning and
growth.
Page 6
This specific core document was prepared with instructional leaders in mind, particularly those who
devote much of their time to the improvement of curriculum, instruction, and assessment in Information
Technology at the secondary level. Information Technology supervisors and specialists, secondary
program coordinators, and Information Technology department heads should find this specific core
document helpful in carrying out much of the work for which they are responsible. Pre Service
educators who are responsible for preparing future secondary school teachers and administrators for
their careers in education should also find this guide a useful resource.
Teachers of Information Technology at the secondary level should use this specific core document as
their main guide in planning their instruction. The materials presented are only suggestions; they can
either be implemented as they are or modified to meet the needs of students.
The guide is organized to provide a general background on the Information Technology lower secon-
dary core curriculum and to facilitate curriculum development as well as professional development for
classroom teachers. The guide includes the following sections:
Chapter 2 presents an overview of the Lower Secondary Core Curriculum. It revisits the Core
Curriculum development process and includes the essential learning outcomes to be achieved by all
students.
Chapter 3 looks at developing a school’s Information Technology Curriculum. It first defines what is
Curriculum and what must be developed at the school level. Many approaches are examined along with
other procedures to consider when designing the school’s curriculum. It provides an overview of the
linkages among the Teaching-Learning System: i.e. links between Curriculum, Instruction, and
Assessment. The Structure of Knowledge, Instructional Strategies, Developing Understanding, and
Multiple Methods of Assessment are topics addressed to assist in aligning Curriculum, Instruction, and
Assessment.
Chapter 4 contains the recommended core curriculum for lower secondary. It defines the topics,
objectives, and content for both Year 1 and Year 2. Included are examples of the content and suggested
teaching/learning strategies. The curriculum defines the philosophy, purpose, and rationale for the
teaching of Information Technology in Secondary Schools and provides suggestions on how best
Information Technology should be taught, along with an overview of various Theories of Learning.

Page 7
2. An Overview
The national policy of education in Belize is rooted in a

philosophic orientation, which sees education as the lifelong acquisition of knowledge, skills and
attitudes required for full personal development and for active participation in society. Embedded
in this orientation are several fundamental principles which guide decisions about the substance and
process of education.
1. Education should ensure that the learner learns to learn and be able to cope in a changing
world.
2. The learner should be respected and viewed as a unique individual, and both teaching
and learning should focus on what is good for the individual.
3. Education should aim at preparing the learner to be productive and to interact
harmoniously in the social and physical environment.
The learner has the potential for intellectual, physical, social, emotional, and spiritual development,
and for artistic creativity and expression. Therefore, teaching and learning experiences must
promote all aspects of the child’s development, as embodied in the National Goals of Education
(extracted from the national curriculum document).
We envision a National Secondary School System:

· Where every student in every school is held to high expectations and provided the tools to achieve
them.
· Where hard work is encouraged and achievement is rewarded, and high national standards are
maintained.
· Where a challenging curriculum, excellent teaching, and a rigorous national assessment system
ensure that every high school graduate has the knowledge and skills essential for further study
or entry point employment.
· Where principals and teachers get the help they need to create a culture of planning, so that each
school will have the opportunity and the autonomy to develop, implement, and self monitor
school performance improvement plans that are in consonance with their individual needs, the
Handbook Of Policies And Procedures For School Services, and other policies of the
Government of Belize and the Ministry of Education.
· Where government officials, church leaders, educators, parents, and members of the larger
community are committed to excellence, equity, and life long learning for themselves as well as
for all our children.

Page 8
Belize is a multi-ethnic, multi-cultural, multi-lingual society. Education is fundamental to the

overall development of Belize and one of the greatest safeguards of the freedom of our people and
the best guarantee of our spiritual, social, political, and economic well being. While it is true that
the secondary education of the past served its recipients well, it must also be remembered that
secondary education at that time was geared to meet the needs of the top ten percent of the nation’s
children. Today secondary education in Belize must be prepared to meet the needs and abilities of
all our children. The future of education in Belize demands a philosophy of education that
emphasizes the need to be relevant, accessible, and equitable to each individual in the process of
his/her secondary schooling.
The following belief statements are the collective efforts of the principals and representatives of
secondary schools throughout the nation of Belize.
We believe that:
· Every child is entitled to a secondary education that will prepare him/her for life-long learning
and active participation in the development of Belize and in a changing global environment.
· Every child is capable of learning and has potential that should be developed to the maximum,
and educators must build on this assumption.
· Each child is equally valued, regardless of race, gender, political affiliation, religious belief,
ethnicity, intellectual and physical ability or disability, and economic status.
· Each child is unique and develops in his or her own way.
· Secondary education in Belize should be relevant, equitable, and accessible to all, and should
provide curricular arrangements and choices that ensure that cultural, ethnic, and gender
needs are appropriately addressed.
· Secondary education in Belize must labor to develop a spiritually, morally, physically,
intellectually, emotionally, and ethnically sound individual.
· Secondary school students vary in natural ability. Secondary schools in Belize should,
therefore, provide opportunities and programs which are adapted to varying abilities, which
provide opportunities for students to develop differing personal and socially useful talents,
and which will help students achieve the highest possible standards.
· Secondary education is a shared venture which involves management, parents, and students, as
well as state, church, businesses, and the wider community, and that the well being of the
child can best be served by maintaining a strong partnership between the school and all
these relevant stakeholders.

Page 9
· Secondary education exists to provide opportunities for the holistic development of students
through the fostering of national pride and global awareness, the developing of positive
attitudes and good work ethics, the exemplifying and fostering of caring and supportive
community values, and the nurturing and sustaining of our natural resources on the planet
Earth.
· Educators should use the opportunities afforded by information technology in a reflective
process for research and applications that will lead to more effective teaching and better
learning strategies.
· The educational system in Belize should be served by professional women and men who are
guided in educational operations by a set of professional ethics that are in alignment with
enduring principles about education in general and its relationship to the development of the
national community of Belize and the global relationships in our world.
· Our system of education should humanize and serve a free and democratic Belize.
Prepared by BAPSS 2002.
The development of the primary curriculum provided the foundation for developing the lower secondary
core curriculum. Using the logical contingency approach, once again, ensured a smooth secondary
curriculum development process.
Philosophic Orientation Fundamental Principles
National Goals of Education
Secondary Syllabus
Curriculum
Primary
See
Core Subjects
Rationale/Philosophy
Lower Secondary Upper Secondary

Page 10
Curriculum is the written

document “plan for action”, which includes strategies for achieving desired goals or ends. The
documents were developed through an outcome-based process with participation from University of
Belize Faculty of Education (UBFE), Quality Assurance and Development Services (QADS), Belize
Association of Principals of Secondary Schools (BAPSS), and secondary school teachers. The
immediate focus has produced for the lower two years of secondary (first and second forms) the
development of “core” areas of study (subjects), that is, learning outcomes consisting of skills,
knowledge, attitudes, and values that students must acquire at the end of secondary schooling. The Core
Curriculum is to be used by teachers to plan effective learning opportunities for students in secondary
schools.
The process involved four major stages.
1. Collection of Baseline Data 2. Consultations
3. Establishment of a Curriculum Framework 4. Curriculum Writing (Restructuring Process)
The first stage of the curriculum design process involved the collection of baseline data. Visits were
made to secondary schools nationally to gather data on courses offered to students, and the level and
scope of each offering. Other curriculum data collected were logistics related to staff and curriculum
documents being used.
Stage two of the design process required input from the wider community throughout the country.
Parents, individuals representing the private and public sector from the community, educators, Non
government organization (NGO) representatives, graduates, and current students are some examples of
the stakeholders in education who attended district public consultations.
As part of the consultation process, workshops/consultations were also conducted with teachers and
subject specialists. Participants at each workshop examined their subject area to identify how it could be
addressed as a core subject in schools. They discussed “the thinking” behind core, “the what” of core and
“the extensions beyond” core. Teachers once again supported the need to establish standards in the
schools through a core curriculum. The consultation with the specialists resulted in the development of a
draft framework for each potential core subject, and a Language Arts (English)
definition of the knowledge, skills, and attitudes that a
Mathematics
secondary school graduate should possess.
Spanish
As a result of the consultation, seven core subjects were
identified. These are the subjects that all students need to Social Studies
take in secondary school. Central to the school curriculum Integrated Science
are these core subjects. Schools will add to these subjects Information Technology and Communication
to form their comprehensive curriculum.
Life Skills and Personal Development
The third stage, after the consultative process, was to
finalize the framework within which the secondary core curriculum was to be developed. As part of the
framework, essential learning outcomes were defined.

Page 11
The analysis of the educational philosophy and the goals of education has led to the identification of six
areas in which all students must achieve. These are described as essential learning outcomes and help to
define standards of attainment for all secondary school students. It is expected that by the end of
secondary school, students’ achievement in all six areas will result in a solid foundation of knowledge,
skills, and attitudes which will form a foundation of literacy for living in Belize
Aesthetic Expression Students must be able to express themselves through creating,

performing, and responding to the various forms of arts.
Citizenship Students must be able to assess social, cultural, economic, and

environmental interdependences in the local and global
contexts.
Communication Students must be able to use the listening, doing, speaking,

reading, and writing modes of language, as well as
mathematical, visual, and scientific concepts and symbols, to
think, learn, and communicate effectively.
Personal Enrichment Students must be able to continue to learn and to pursue an
active healthy lifestyle, and to develop essential life skills with
good morals within a spiritual frame.
Problem Solving Students must be able to use the strategies and processes
needed to solve a wide variety of problems.
Technological Students must be able to use a variety of technologies,

Competence demonstrate an understanding of technological applications,
develop innovative technologies, and apply appropriate
technologies to solving problems.
The achievements of these essential learning outcomes by all students is the goal that all curriculum
subjects must facilitate. The core curriculum subjects, their content, teaching, learning, and
assessment strategies are the means to fulfilling this end.

Page 12
Problem
? ESSENTIAL LEARNING OUTCOMES
INTEGRATED SCIENCE
Solving
TS
R
A
E
G
Aesthetic
A
U
use strategies
G
MA Expression
N
TH and processes needed
LA
EM to solve a wide variety
AT
ICS of problems
Citizenship
creating, performing.
responding to
various forms of arts.
assess social, cultural,
economic and
environmental
interdependences NATIONAL PERSONAL DEVELOPMENT
GOALS
S
UDIE
L ST
SOCIA pursue an active healthy
lifestyle, develop essential
life skills with good morals
use listening, doing, INF

speaking, reading & OR
writing skills use a variety of technologies, MA
TIO
understand technological N
applications, develop innovative TE
C HN
technologies and apply OL
technologies to solving problems OG
H
Y
IS
AN
Personal
SP
Communication Enrichment
Technological
Competence
Stage four was the most prolonged and intense phase: the writing of the curriculum documents. After
many meetings and long hours, the writing team concluded their first phase and produced a first draft
document for revision.

Page 13
3. Developing a School’s Curriculum
When some educators think of curriculum, they visualize rows of dusty three-ring binders on the
principal's bookshelf, the content of textbooks, the courses offered by the Information Technology
department, or that content defined within this document (Chapter 4). They may think of curriculum as a
restrictive written document that offers little help with the day-to-day teaching and learning processes
that occur in classrooms across Belize.
Other educators see curriculum as a means for bringing about continuity across the country’s many high
schools. In this instance curriculum is a tool that can help us eliminate gaps and prevent overlaps
through vertical articulation of the knowledge and skills that learners encounter. These educators see
curriculum building as a way of integrating instruction across several subject matter areas at a particular
level, providing a means of planning experiences that will consolidate knowledge and skills and offer
the possibility of maximizing learning for children. They may think of curriculum as a written
document, but one that is constantly in need of modification as they work to meet the special needs of
children in their schools.
Educators should pay special attention to how they define curriculum. Some curriculum specialists
define the term very broadly. Others define it more narrowly. A sampling of definitions follows:
• Curriculum is all experiences offered to learners under the auspices of the school.
• Curriculum is the content of the subjects offered.
• Curriculum consists entirely of knowledge, skills, and values that come from the
disciplines.
• Curriculum is a plan for learning.
• Curriculum consists of a set of planned learning objectives.
Everyone involved in the curriculum development process should agree on a definition at the beginning
because their perception will influence the final product and its use. If educators think of curriculum as
unchanging and restrictive, it probably will become so. If they think of curriculum as dynamic and
useful, it will become a tool that can enhance both teaching and learning.
In this guide, curriculum will be defined as follows:
A dynamic guide for learning that is derived from content and expected outcomes.
Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus,
curriculum is more than a general framework; ...it is a well thought out plan with identified
lessons in an appropriate form and sequence for directing teaching.

Page 14
The answer is no. The Information Technology Core Curriculum is an indicator of the minimum
expectations of what Belizean students in the first two years of Secondary School should know and be
able to do. The Information Technology Core Curriculum is for both foundation and enrichment and is
intended as a statement of standards upon which school level curriculum and classroom curriculum
should be built. While this Chapter (Chapter 3: Developing Information Technology Curriculum) is
based on the Core and defines lower secondary content to some extent, it does not provide some of the
guidance needed for organizing, delimiting, appending nor sequencing content within a particular school
or class.
The Information Technology Core Curriculum does not mandate a particular curriculum organization or
instructional approach. These areas are the prerogative and the responsibility of each high school in
Belize.
If classroom teachers are presented with the Core Curriculum as the only curriculum resource, they will
experience a great deal of frustration. It does not address the daily demands faced by classroom
educators. The core curriculum only offers some suggestions for curricula planning.
Schools have both an obligation and an opportunity to engage in curriculum development activities. It is
only through local efforts that the Information Technology Core curriculum will be incorporated into a
dynamic curriculum that will provide guidance and useful resources to teachers as they engage learners
in experiences that will insure those learners achieve the expected outcomes.
7. C om prehensive
C urriculum 1. N eeds 2. Philosophy and
Evaluation A ssessm ent R ationale
R eview and R evision

T he C ycle of
6. Im plem entation
D eveloping L ow er 3. Y ear Plans
ITC
Secondary Spanish
C urriculum

5. Instructional R eview 4. C ourse G uides

and
U nits R evision

Page 15
While the term “curriculum development” is used throughout this guide, it does not imply that the
curriculum work necessary to implement the Information Technology core Curriculum needs to begin
from scratch. There are many similarities between the schools’ current curriculum and the suggested
core. Well-designed Information Technology curricula are in evidence in many high schools, and the
task of reconsidering, redesigning, and renewing the Information Technology curriculum can proceed
on the basis of the curriculum that exists. (See “Curriculum Renewal”, pg. 14)
Documents that might be most helpful in insuring the implementation of an effective curriculum can
include philosophy statements, year plans, course plans, and instructional unit plans.
Philosophy Statements
These statements are collections of ideas about the overall intentions of a program. While nonspecific,
they reference major goals of the curriculum and attempt to bring together many perspectives regarding
purposes of instructional programs. Philosophy statements are most useful in providing educators and
the public with information about the overall goals of the school program. Chapter 4 provides a
philosophy and rationale for teaching Information Technology in secondary schools. These generic
statements can be used to complement your school’s philosophy?
Year Plans
These documents contain the key elements of all subject areas for a specific level. These documents are
most useful to those individuals who are responsible for overall program management and who must
verify that a program meet expected requirements. Year plans provide the basis for the development of
the course plans. Year plans are most convenient when displayed on a single page for quick and easy
viewing.

Page 16
Course Plans
Course plans contain information about a particular subject at a particular level. Course plans provide
basic information regarding instructional outcomes, the organization and sequencing of the units and/or
topics, and approaches to assessment that are included at the form level or in the course. These
documents are most useful to those responsible for coordinating instruction and as a beginning point for
the development of instructional unit plans.
Course plans are critical documents in a well orchestrated plan to ensure implementation of the
curriculum. They build upon the philosophy statement and the year plans, providing the structure for
each subject. In planning, teachers should keep in mind the necessity for vertical articulation and
horizontal integration of the curriculum. Vertical articulation provides for the sequence and progressive
development of content and skills across four year programs, and horizontal integration provides the
means of reinforcing and applying knowledge and skills that are common across several subject areas.
Course plans are the "work horses" of the set of interrelated curriculum documents suggested in this
section, and it is in the development of course plans that educators can exercise a great deal of latitude
in developing a truly local curriculum. These documents are of critical importance because they provide
for the organization of the curriculum and make general suggestions for its delivery. A course plan may
include the following:
• course outcomes or general objectives,

• a brief description of the instructional units or topics to be covered,
• a suggested sequence for the units or topics,
• brief suggestions for general instructional approaches, and
• a general description of assessment procedures that might be used.
Course plans provide invaluable assistance for educators who will later develop the instructional unit
documents, since they provide an organizational framework for delivery of the curriculum that is not
found in the year plan.
Instructional Unit Plans

Instructional unit plans provide very specific guidelines regarding how the instructional program is
organized and delivered. They contain detailed performance objectives, the organization and sequence
of units and/or topics, suggestions for instructional strategies and activities, specific suggestions for
assessment, and lists and descriptions of resources available to support instruction, e.g., books, videos,
CD-ROMs, websites, etc. These curriculum documents are especially useful to classroom teachers.
Instructional unit documents are intended primarily for the use of classroom educators. They are the
most specific of the set of interrelated documents, providing detailed and practical information for the
delivery of the curriculum in the classroom. Some schools use a weekly plan instead of a unit plan, the
difference being mainly in the time frame, as some units are taught within a week or beyond five days.

Page 17
No. New Information Technology textbooks will not likely be available until after the core curriculum
becomes a part of schools. Classroom educators need assistance in implementing the curriculum now,
and waiting on the adoption of new textbooks before developing in-house curriculum is a sure
prescription for a low level of implementation of the Information Technology Core Curriculum.
Most educators recognize that Information Technology textbooks and their related support materials
are useful resources for both teachers and students. However, there is nearly unanimous agreement that
the curriculum should consist of more than the contents of a textbook. They also agree that curriculum
development should precede, not follow, the adoption of a textbook. Textbooks should be chosen to fit
and support the curriculum, rather than determine the curriculum.
Because textbooks try to convey large amounts of information, the information is often summarized
and generalized. This limits the textbook's potential usefulness for helping students to develop the
Information Technology skills required for problem solving and its varied applications.
Over the years, curriculum specialists have offered a number of different structural or organizational
bases for the curriculum. It is appropriate to consider these when developing course guides as well as
when developing instructional units. It is important to remember that not every course guide needs to
be organized in the same way, and that instructional units within a level might be organized
differently. When making decisions about the organization of course guides and instructional units,
educators must be aware that each type of organization has advantages and disadvantages; some may
be more advantageous for certain types of Information Technology content, for the developmental
level of the learners, or for the materials that are available. The organizational bases identified are
summarized on the next page.
Themes Related
Course Organization Inquiry Related
Learning Related
??? Utilization Related

Page 18
Themes Related (The Way the World Is)

There is consistency between the ordering of content and the empirical relationships among events, peo-
ple, and objects, as they exist in the real world. The criteria used can include space, time, and physical
attributes. For example, a teacher may organize the study of Information Technology in first form using
themes. The sequence of units would include themes about applying Information Technology at home,
in their environment, in tourism, in the workplace, etc.
The organization reflects all the mathematical skills as they relate to the theme. The practical use of the
Information Technology reflects the themes for the course.
Inquiry Related (The Way Knowledge Is Generated)

Inquiry-related organization focuses on the processes of collecting, organizing, and analyzing data;
drawing conclusions; forming generalizations; and verifying knowledge. Both inductive and deductive
approaches can be used. For example, the teacher may share concrete examples of pie charts being used.
The students would examine the sector sizes and percentage allocations, try to determine a connection,
and attempt to draw conclusions about the relationship between percentages and sector angles. They
would then attempt to verify their conclusions by measuring angles of other charts.
Learning Related (The Way Pupils Learn)

Learning theory (behaviorist, cognitivist, or constructivist) provides the basis for organization and se-
quence of content. Criteria such as the learner's previous experience, the developmental level of the
learner, and the level of difficulty of the content will influence curriculum developers' decisions. For
example, a teacher who takes a constructivist approach would begin most units by asking students to
think about a problem, share their present knowledge, identify what they would like to find out, make
predictions, collect information, and think about what the information means.
Utilization Related (The Way Learnings Are to Be Utilized in Life)

Content is organized on the basis of procedures or anticipated frequency of use. Either the organization
and sequence of the content reflects the steps to be followed in a procedure or the most important con-
tent is placed first in a course or Unit. “Most important" means that the learner is likely to encounter this
content most often.
As teachers develop course plans they should consider the implications of organization. The develop-
ment of the school’s Information Technology curriculum can be achieved through a combination of the
organized pattern described. The decisions regarding organization of the course/unit should depend
heavily on the rationale for the course, which incorporates consideration of the goals, the learners, and
the current and future demands of educating citizens.

Page 19
Making the Year Plan

The annual plan for each class can be compiled from the Concept Map Views (pgs. 42, 43) along
with other topics and input to suit your students. Within a matrix, teachers are required to select the
topics and brief content and list them across to realize continuity, appropriate sequencing within the
subject for the entire year, and at the same time accounting for realistic time delivery. (Monthly time
blocks can be used).
Introduction
Computer Basics
Keyboarding
Note:
Document Creation
The year plan provides Word Processing
for all subject teachers TIME FIRST FORM
to interact and plan at (WEEKS)
the class level.
SUBJECTS Sept. Oct. Nov.
SPANISH
ITC
Static Integration
SCIENCE
Graphic Editors
Software Presentation
SOCIAL STUDIES
Making the Course Plan

Both the Core Curriculum and the year plan are then used as tools to develop the course plan. The
topics to be included are derived from the annual plan. At this point an in-depth focus on the
organization of the course must be noted. Possible development or use of suggested organizations (pg.
18) will enhance this portion of the planning process. Teachers will include the relevant components as
described on pg. 16, most coming directly from the core curriculum, but using the year plan for
sequencing. Teachers are then encouraged to examine the suggested teaching learning strategies and
assessment strategies, use and or modify these strategies to suit their needs, and document them in broad
terms. The teacher should then list the needed resources, focusing on maximizing their use across the
different subjects where possible.
C o u r se C o n te n t
I n s tr u c tio n a l U n its / T o p ic s
S e q u e n c e fo r th e u n its / to p ic s
G e n e r a l in s tr u c tio n a l a p p r o a c h e s
G en era l a ssessm en t p ro ced u res

Page 20
Sample Pages of a Course Plan
Instructional Unit Plans
Page 16 highlights the suggested components of an instructional unit plan, namely, the unit and/
or topic, detailed performance objectives, suggestions for instructional strategies and activities,
specific suggestions for assessment, and lists and descriptions of resources available to support
instruction. To support the development of instructional unit plans, it is highly recommended
that teachers preview the following sections that deal with the teaching/learning system.
Although dealt with very superficially, the data evolves from the latest research on curriculum,
instruction, and assessment and suggests classroom experiences that can improve instruction.

Page 21
Successful Information Technology teachers seek effective ways to convey knowledge. The process
begins with a clear curriculum and continues with carefully selected and applied instructional and
assessment strategies. This chapter provides ideas for teachers on the latest research in curriculum,
instruction, and assessment and suggests classroom experiences that can improve Information
Technology instruction.
Curriculum, instruction, and assessment are three elements of the teaching-learning system. Each serves
a purpose in helping students to learn.
The curriculum is a guide for learning that is derived from content and expectancy standards.
The Lower Secondary Core curriculum defines what students are expected to know, to
understand, and to be able to do. Performance is a key component of the Curriculum. Today, the
education system of Belize has high expectations of students. Students are expected to be able to
apply their learning in real world contexts.
Instruction is the various strategies, lessons, and activities teachers develop and use to teach and
help students learn. Effective instruction provides students with opportunities to achieve
applicable use of Information Technology.
Assessment provides information about student performance. Multiple types of assessment are
used as diagnostic tools, for accountability, and to motivate students. Effective assessment
focuses on what students know and what they can do with that knowledge.
Curriculum developers should consider how their planning documents relate to instruction and
assessment.
Curriculum
I
N
A S
s ENHANCED T
s STUDENT R
e PERFORMAN U
s CE C
s T
m I
e O
n N
t u

Page 22
The ultimate goal is to align the key elements of curriculum, instruction, and assessment (C-I-A) into a
coherent system which teachers can implement for the benefit of their students.
Curriculum developers should also be guided by four principles of learning:
• Curriculum design must help students to understand significant concepts, issues, and gen-
eralizations, not just memorize disassociated facts and skills.
• Lessons should begin with what students already know, then deepen and expand student
understanding of the material.
• A "sense of community" created within the classroom can encourage students to value
learning and set high standards for themselves.
• Students need feedback, accomplished through meaningful assessment, that allows them
to improve the quality of their thinking and performance.
The Core Curriculum emphasizes learning concepts, generalizations, principles, and theories, not just
facts. Teachers who understand that there are different types of knowledge are more effective in design-
ing instructional strategies to help students move beyond facts and begin to consider the relationships
between and among facts.
Understanding concepts requires facts, but facts are meaningful only as they relate to concepts and gen-
eralizations.
A fact is merely an example. Concepts are categories used to cluster factual information.
Generalizations are statements about relationships between and among concepts.
A principle derived from observations of related facts. Principles explain the standard outcome
or define the parameters of conduct.
A theory can be a hypothetical or abstract statement that explains relationships or outcomes. It
can also be a concise summary of a group of principles in one field of study such as science or
art.
Consider the following sequence: Students devise generalizations, principles, and ultimately theories
based on evidence. Acquiring this knowledge depends on applying critical-thinking, decision-making,
and communication skills.
Facts, concepts, generalizations, principles, and theories form a complex interdependent structure.
THE STRUCTURE OF KNOWLEDGE
G S
E P Each relies on the layer above and
N E below for support and cohesion. A
E C
R I teaching-learning system that
THEORY
A PRINCIPLES F incorporates concepts and
L I
I
GENERALIZATI
T
generalizations along with facts
ONS CONCEPTS
T Y contributes to deeper student
Y understanding.

Page 23
Following is a selective guide to instructional strategies. Each of these incorporates several models of
instruction.
Teaching Concepts
Concepts are building blocks; they link facts and generalizations. In order to understand a
generalization, students first must understand its component concepts.
Consider this important Information Technology generalization:
Pixel density determines a monitor’s resolution. The student who does not know the meaning of
the concepts: “pixel density” and “resolution” cannot understand the generalization.
Research has identified this general instructional strategy to be effective in teaching concepts. Teachers
direct the activity initially, but students can apply the strategy as they move from learning to developing
concepts.
1) Identify examples and non-examples illustrating the concept and place them in a logical order.
One of these examples is identified as the model. The model includes all the key attributes of the
concept.
2) Develop materials or oral instructions with a set of cues, directions, questions, and student
activities that draw attention to the critical attributes, similarities, and differences in the
examples and non-examples used to define the concept.
3) Focus student attention on the model. What are its attributes and characteristics?
4) Ask students to compare all the examples with the model or the best example.
5) Ask students to develop a definition of the concept or state it for them.
6) Place the concept in relation to other student knowledge; try to attach this information to
existing student knowledge structures (schema).
7) Give students examples and non-examples to assess whether they understand the concept. Ask
students to generate additional examples or apply the concept to new situations.
Teaching Generalizations
There are two ways to organize instruction to help students develop generalizations: the inductive
(discovery) approach and the deductive (expository) approach.
The inductive approach is related to inquiry learning. Students examine sets of data and materials. With
the teacher they identify and explain key points, observe similarities and differences, patterns, and
trends. Finally, students draw conclusions from the data, summarize their findings, and infer a
generalization.
The deductive approach is opposite. Students are presented with a theory, hypothesis, or generalization
and are asked to find evidence to support or refute it. The key concept components of the generalization
are clarified, and the teacher provides materials, instructions, and assistance for the students to verify the
generalization.

Page 24
Direct Instruction
Teachers today recognize the difference between telling and teaching. We know students learn most ef-
fectively through personal effort and engagement in activities, not because we have told them some-
thing. While direct instruction and lectures are not all good, they are not all bad either. At times it is ef-
ficient and wise to provide information directly to students, for example, to present baseline informa-
tion, to explain a new skill, to model a thinking process, or to provide clear guidance and information to
students before they proceed to grapple with learning on their own. The typical direct instruction
teaching strategy includes six steps:
1) daily review 4) feedback
2) presentation of new material 5) independent practice
3) guided practice 6) periodic reviews.
Inquiry Teaching
Inquiry teaching is a process of asking and answering key Information Technology questions. (See
Teaching Generalizations, Inductive Approach). It is the scientific method applied to Information
Technology and in many cases mirrors the ways scientists conduct research. Students do the following:
• identify and clarify questions, issues, or problems;
• propose a hypothesis;
• collect and organize data and evidence related to the questions;
• evaluate, interpret, and analyze the data; and
• draw inferences or conclusions to answer the initial questions.
Problem Solving and Decision Making

Each process involves a series of steps in which students use facts, concepts, and generalizations to
reach a conclusion or solution. There are a number of approaches to problem solving.
Visual Strategies
Most students learn through both hearing and seeing. Presenting new material using visuals such as
pictures, slides, overhead transparencies, maps, demonstrations, and objects is a good teaching strategy.
This is especially true if students are involved and an interactive approach is built into the presentation.
Students need to develop their skills of observation and visual analysis.
Another powerful instructional strategy is for students to construct and prepare their own visual
presentations. PowerPoint, HyperStudio, Inspiration, KidPix, and other software offer students exciting
venues for their creativity and opportunities to demonstrate what they have learned. Students may
choose the images, develop the story and narration based on interpretation of events, data and
information, and make a presentation or produce a visual product.
Collaborative Processes
Collaboration means working together. Research show that collaborative work supports greater
retention of subject matter, improves attitudes toward learning, and teaches students how to get along
with each other. Some useful strategies include collaborative learning techniques like peer, cross-age,
and cross-ability tutoring and reciprocal teaching involving summarizing, generating questions,
clarifying, and predicting.

Page 25
Collaborative Definition
Learning
Techniques
Round Robin Each student in turn shares something with his or her teammates.
This works well for expressing ideas and opinions
Corners Students move to designated corners of the room and assume an

outlook or topic predetermined by the teacher. Students discuss
within corners, listen to, then paraphrase ideas from other corners.
Numbered Heads The teacher asks a question, students consult to make sure that
Together they all know the answer, then one student is called upon to
answer.
Pairs Check Students work in pairs within groups of four. Within pairs, one
student answers a question/completes a task while the other
coaches. They alternate responsibilities; after every two questions
the pair checks to see if they have the same answer as the other
pair in the group of four.
Three Steps Students take turns interviewing each other in pairs. Student each
Interview shares with the group information he or she learned in the
interview.
Think, Pair, Share Students think individually about a topic provided by the teacher,
pair up with another student to discuss it, then share their thoughts
with the class.
Team Word Students write simultaneously on a piece of shop paper, drawing
Webbing main concepts and supporting elements with bridges representing
the relation of concepts in a generalization. This helps students to
analyze and to see relationships in complex systems.
In, Out, and Around Students stand in two concentric circles. The inside circle faces
(Inside, Outside, out, the outside in. Students use flash cards or respond to teacher
Circle) questions as they rotate to each new partner. This helps students
review and process information and assesses their understanding.
Co-op Students work in groups to produce a particular product. Each
student makes a particular contribution to the production and
presentation.

Page 26
Community-Based Instruction
Community-based instruction is a new name for an old idea, namely, using real life situations and set-
tings to enrich classroom instruction. Traditionally, such techniques have included community volunteer
work switching positions with town “workers” for a day. Community-based instruction should have
clear educational goals, high expectations for student performance, and be well integrated with the Core
curriculum to be successful.
In service learning, a type of community-based instruction, students have the opportunity to serve the
community and to learn and apply significant Information Technology skills.
Role Play and Simulations

Students love playing roles. They enjoy assuming a different identity. In the process, they learn other
skills such as developing empathy and seeing situations from multiple perspectives. Simulations, reen-
actments of events are also effective at helping students engage in problem solving in real world con-
texts. Simulations and role-plays are wonderful to make events from the past or present come alive.
Role playing takes place in five stages:
• Initiation and Direction: The teacher identifies a topic. Good topics require students to
look at many sides of an issue, develop an opinion, and play interesting people.
• Describing the Context: The teacher sets the context and makes sure students do not fall
into the trap of presentism (role playing with hindsight).
• Roles. Every student must have a role, even that of "juror," "interested citizen," or
"newspaper reporter." Once they have been assigned their roles, students need time to un-
derstand these roles, to practice and try on their new identities.
• Enactment: This is the time when the students actually play the roles. They do not recre-
ate an event.
• Debriefing: Allowing students to debrief both in writing and orally works well. This stage
is key; it is the teacher's chance to ask students to discuss, to reason, to draw conclusions,
and to pull everything together.
Simulations are expanded role-playing activities that recreate real-life situations or historic events ac-
cording to a set of specified guidelines or rules. After the simulation problem or issue is carefully ex-
plained, the rules for the simulation are specified. Roles must be clear and the resources or constraints of
the simulation outlined. Debriefing is important and should help students focus on the process or proce-
dure rather than on "who won."
Discussion Formats
Every Information Technology teacher includes discussion in his or her teaching repertoire. But too of-
ten, discussion degenerates into unreasoned debate, where opinions are more important than viewpoints
based on thought and research. Several discussion models that can make discussions effective can be
used as teaching-learning tools.
For example, the class may be divided into two groups. Both groups would present their position on the
topic. The first group asks questions of the second group, then restates the other group's position as ac-
curately as possible. The groups present a list of agreements between the two positions. Finally, each
group would present the questions that each can explore to resolve their differences.

Page 27
In the Socratic Discussion Model, also known as the seminar, students dissect a text, problem, or event
to better understand it. Students ask questions and probe each other's answers from different perspec-
tives. Students can be assigned roles to make them more productive in the seminar.
Classroom Learning Centers

A learning center complex may be set up with a series of modules that include specific objectives and
activities that use appropriate visuals. In small groups, students can complete an activity in one station
and then move to the next station in the rotation.
The benefits of using learning centers in the classroom include:
• Increased student motivation from being continually engaged in a variety of activities,
• Effective utilization of limited resources. For example, in a one-computer classroom, one
of the learning stations can center on computer work so that eventually each student will
be able to use the computer,
• Efficient use of time,
• More cooperative student work toward a common goal, building a working community of
learners.
Learning centers are effective at all levels for engaging students in an in-depth learning process and for
increasing student motivation for learning.
Assessment is the final component of the triad Curriculum-Instruction-Assessment. Student

achievement is increased if assessment is designed prior to instruction. Attention to what students
should know and be able to do and the conditions that must be evidenced gives validity and focus to the
instructional components. Both teachers and students benefit from the process of assessment, and their
experiences can be positive if assessment receives as much attention as curriculum and instruction.
Assessment satisfies four major purposes:
• to help students improve their performance by providing constructive feedback;
• to provide students with specific criteria for success, time to respond to feedback and revise the
quality of their work, and opportunities to self-assess and reflect on their learning;
• to inform instruction by providing teachers with opportunities to align their instruction to the
curriculum, reflect on the variety of learning experiences needed as they devise assessments, and
continually adapt instruction to improve student performance based on the assessment results;
• to report student achievement to anyone interested in monitoring student performance or
measuring academic accountability.
Those who design assessments need to keep these four purposes in mind as they devise methods to
measure student performance.

Page 28
Students can sometimes know something but lack understanding. Most teachers have experienced
situations in which students give the right answers in class or on a test, but fail to demonstrate
understanding of a concept when asked to apply it in a new context. When teachers are designing
curriculum for Information Technology, identifying the six facets of understanding can help in leading
students to greater depth of understanding. The Figure below summarizes the six different types of
understanding:
Facet Definition Assessment
· A knowledgeable account of facts · Assessment should ask students to explain

E (vocabulary, events, and ideas) that information, not simply recall facts; to
X
P
provide connections between the facts connect facts with ideas and justify the
L and the intended results connections; and to produce well supported
A · Students learn what happened and answers that present their opinion and justify
N move beyond this to explain how it their conclusion.
A happened and why it happened. · Consider “who,” “what,” “where,”
T
I
“when,” and “why”.
O · In assessment, students should be able to
N justify, support, prove, verify and
substantiate their understanding.
I · A story, based on evidence, that · Assessment should ask students to

N
T moves beyond the facts to hypothesize formulate their own conclusions by
E about a deeper meaning developing stories that interpret facts and
R
P · Building the narrative helps students ideas.
R understand what things mean and how · Students may present their interpretations
E
T meanings can influence life in a variety of written, oral, or display
A experiences. formats.
T
I · Assessments ask students to construct
O their own meaning and state their own
N
solutions or opinions.
· Using preexisting knowledge in a · Assessment is based on performance

new problem or context requires · Teachers specify a task and set parameters
A
P
students to adapt facts and other about the context, intended audience, and
P information and consider different expected results.
L demands. · These should relate to the real world
I · The students apply what they have situations and real-life problems.
C learned as they negotiate different · Students become innovative in their
A
T
constraints, social contexts, purposes, responses. They adapt what they know to the
I and audiences. new situation and present their solutions in a
O · Students use knowledge, adapt it, variety of performances and products.
N and customize it.

Page 29
Facet Definition Assessment
· Point of view plays an important role · Assessment involves a clear performance

P in events and ideas discussed. goal, and then an exploration of solutions to the
E · Students can discover the point of goal based on diverse points of view other than
R
S view of different individuals. the students’.
P · Students understand that complex · Teachers might ask students to identify point
E
C problems do not have one answer, but a of view in a newspaper article and propose a
T variety of responses that reflect different response based on a perspective they do not
I
V points of view. share.
E · To understand the perspectives presented,
students need to consider all points of view.
What would each person with a different
perspective propose as a solution and why?
· When students strive to understand · Assessment experiences need to ensure

E another person, event or idea, they are greater understanding of abstract ideas by
M striving for empathy. providing more direct or simulated experiences.
P
A · Empathy is not sympathy; it is the · Students need to directly confront the effects
T learned ability to insightfully find out and the affective elements of decisions, ideas,
H
Y what is meaningful from inside the other theories, and problems.
person’s worldview. · Without direct experiences in learning,
students may misunderstand or have naïve
understandings about important ideas.
S
· Students have the wisdom to know · Assessment should engage the students in
E their own areas of ignorance and their effective reflection of their understanding by
L patterns of thought and action inform as having them complete self-assessment rubrics
F
- well as prejudice understanding. or by recording their thoughts and questions as
K · Students become aware of their they complete the unit.
N
O boundaries and others’ understanding, · During group discussion about the topic of
W are able to recognize their prejudices and study, the students need to be able to accept
L
E projections, and have integrity, are able feedback and criticism without defensiveness.
D to act on what is understood. · After receiving feedback from others or
G
E evaluating their own work, students should
apply the feedback to effectively make
revisions to improve their work.
Column 1 identifies each facet of understanding, column 2 provides a definition of the facet, column 3
points to how each facet of understanding might be assessed. Each of the facets encourages more than
simple recall as a measure of understanding, but all depend on knowledge of facts as a foundation for
higher levels of thinking.

Page 30
Teachers use many different methods of assessment to track student performance. These generally fall
into two categories: traditional quizzes and tests and performance tasks and projects. Quizzes and tests
assess the level of mastery of factual information and concepts. The most typical medium is the
standardized test with selected-response or short-answer questions. Also common are observations and
checklists. Tools that assess more complex levels of student understanding require students to think
critically and answer open-ended questions or problems. Students have to develop a strategy to answer
the question or task and have to synthesize and defend the answer. The most complex form of
assessment is the performance task or problem that occurs in a real or simulated setting. These may
include performance tasks, projects, and student portfolios. They assess enduring knowledge,
knowledge that will be used routinely throughout life or a career.
Performance Tasks
Performance tasks are assessments that actively involve students. They require students to apply their
knowledge to produce a product or performance. Teachers evaluate the product or performance based
on specific criteria to assess what students actually know and are able to do. Typical performance
assessment tasks include oral presentations, demonstrations, exhibitions, multimedia productions, or
displays.
Performance assessments share four key characteristics:
(1) Students apply their understanding of knowledge and skills to complete clearly specified tasks.
(2) The tasks are integrated into and aligned with the curriculum and instruction.
(3) The tasks are relevant and engage students in problem-solving.
(4) The tasks measure skills and thinking processes or methods as well as answers and products.
Authentic Tasks
An authentic task is very similar to a performance task. The major difference is that students not only
demonstrate learning, but also apply the learning to a real world setting. When tasks are authentic, they
deal with real world contexts and require students to do things that adults face in their jobs or in their
daily lives.
Projects
A project is a long-term, research-based effort that includes multiple performance tasks. The products to
be assessed might include reports, exhibitions, or presentations.
Portfolios
A portfolio is a purposeful collection of student work that provides evidence of students meeting
curricular standards. It might include samples of several types of performance assessments that have
been completed by a student over a period of time. A portfolio system provides the means to examine
student-constructed work to determine how well a student has met the overall goals for the course or
year. The results can be used as a measure to determine how well the student has achieved selected
skills.

Page 31
Teachers will find that by examining their assessment strategies in light of new curricular expectations,
they are able to transform their teaching practices and to raise student achievement to a new level. The
process of aligning the curriculum to instruction and assessment provides a means to analyze classroom
practice. In good instructional plans, assessments reflect what is taught (the curriculum) and how it is
taught (instruction). Assessments provide evidence for the student and teacher that the important knowl-
edge and skills have been learned and can be applied to new situations.
Positive and negative attitudes and thoughts about assessment prevail with all students and adults. Ask
any group of students about their worst testing experiences (or reflect on your own). Negative responses
reveal testing on
• minute, irrelevant details;
• analogies or scenarios that are superficial; and
• items with little, if any, connection to content presented during class instruction.
Effective assessments are embedded in the content, skills, and perspectives of the curriculum, match the
methods of instruction, and measure whether a student has achieved the aims of the curriculum. Positive
reflections on assessment include
• application of important knowledge and skills that match the instruction;
• realistic context, purpose, and audience for the assessment;
• opportunities to understand specific and effective criteria to judge the performances and
products;
• opportunities to self-assess and revise the work; and
• immediate and effective feedback based on clear criteria.
Assessments should match the level of student understanding. The students’ knowledge and skills, along
with their expectations, provide information regarding the higher-order thinking necessary for them to
make the appropriate applications to real life situations.
Page 32 provides an example of aligning curriculum, instruction, and assessment.

Page 32
Form 1: Information Technology & Communication

Topic: Mousing
General Objective: Use the common mousing operations
Specific Objective: Demonstrate good control in movement, right-left clicks, double clicks, and
dragging.
Curriculum: The curriculum identifies what the student will know or understand and be able
to do with respect to the topic.
Knowledge: The mouse is an input device which can be operated to communicate four
different operations to the computer:: movement, right-left clicks, double clicks, and dragging.
Each operation input a different code.
Understanding: The moving operation traces the cursor across the screen. Left click to selects
right click displays menu, double click activates/executes, and dragging moves the object.
Application: Use the mouse with good control with each operation when it is needed.
Instruction: Instruction focuses student learning and activity on the curriculum.
Knowledge: Teacher will demonstrate each operation. In groups, the students show each other
how each operation is carried out.
Understanding: Students are expected to describe with diagrams how each operation is carried
out.
Application: Students follow a guided instruction sheet to double click and activate a window
and then move and resize the window, followed by clicking to close the window.
Assessment: Assessment provides evidence of how well students know, understand, and are
able to apply the curriculum.
Knowledge: Students are to list the four mouse operations.
Understanding: Students are to match each of the four mouse operations with a brief
description of its operation.
Application: Students are given the task of activating “solitaire” and playing a full game,
demonstrating the four mouse operations with good control.

Page 33
4. First & Second Form Core Curriculum
The development of this Information Technology syllabus was done under

the auspices of QADS through the Ministry of Education, Youth, and Sports. It is designed to help
teachers throughout the country with the teaching of Information Technology. Special note to teachers:
the topics presented in this syllabus are to be used as mere guidelines. They are topics that need to be
covered: we must remember, however that every classroom situation is different and every teacher has
his/her own methods of presenting the material.
This Information Technology curriculum has been organized into topics (or subject areas) for each of
the Forms I and II. Special consideration has been given to the encouragement of continuity. It is hoped
that teachers will attempt to make use of this effort by implementing suggested modifications in order to
effect and realize the goals.
It is expected that a huge trust be made for first form students to master the use of the keyboard.
Keyboarding skills must be developed gradually and at the same time teachers must ensure that correct
procedures and methods are used. A minimum of twenty-five words per minute is the intended target.
The inclusion of data entry on the numeric pad must also be included.
A special unit called “Projects” is included as an avenue through which students can apply the skills and
knowledge they learn. The ongoing authentic assessment allows students to grow and apply the ITC
skills to areas of their personal interest, and at the same time provides for assessing their mastery.
Skills development is the cornerstone for any ITC course. The importance of skills development has
further been emphasized in a survey of Belizean businesses.

Page 34
As the world around us rapidly becomes one global village, Information Technology and its applications
proliferate at an ever-increasing rate. It is, therefore, important that we become dynamic originators in
this information world and not just followers of other persons’ solutions and creations. Each and every
Belizean has to master the skills of independent learning, while, at the same time, learn to work with
others in order for us to compete and succeed in this cyber world.
The desire to achieve of one of our national goals of education compels each of us to keep abreast of
technological changes, with an emphasis on communications. This will only become possible if
students become exposed to Information Technology and Communication not just in a theoretical
manner, but in a practical, hands-on way.
Literacy today is more than being able to read and write. More and more careers require the mastery of
computer skills. Students without these skills often remain unemployed. Functional literacy means
computer literacy, and in this age of rapid technological change, learning is best integrated using
technological tools. The pervasive force of computers can be used to awake in all students a new zeal to
acquire knowledge and skills across the curriculum: doing Mathematics, creating essays, researching
and exploring in Science and Social Studies, producing multimedia displays, and much else, enhancing
all areas.
Therefore, this is no longer a futuristic dream. It is urgently necessary that we equip every student with
ITC skills whether for life and work or for further studies. When the young people of our nation are so
equipped, we believe that the quality of life we all enjoy will be substantially raised and our nation’s
future will be secured.
The rapid swarming of Information Technology has given rise to the need for students to acquire vast
amounts of computer skills in the shortest possible time. We, as educators, must then harness the tech-
nology for our students so that it begins the most important ride of their lives. Using the technology to
empower their learning is of paramount importance and must not be taught in isolation, but also as a
means to an end.
In this, our technological world, Information Technology and its associated abilities are assumed. We
cannot escape the need for Information Technology in our daily lives. The classroom then, should foster
an environment where these abilities are not only explored, but perfected. Students need to be able to
communicate, process, and organize information. As confidence develops, the student is better able to
enjoy the process of learning and develops a zeal for Information Technology and its value in their eve-
ryday life. This newfound appreciation for creativity and ingenuity from using Information Technology
as well as its relation to other aspects of life outside of the computer lab will develop and challenge
learning. Being in front of the computer then, is the determining factor. Every effort must be made by
educators to ensure practical experiences for their students. The development of technological skills will
become possible only through engaging, stimulating activities which are both interesting and challeng-
ing .

Page 35
Research has shown that technology itself motivates students encourages them to become problem
solvers, and creates new avenues to explore information. In addition, it captures and holds students’
attention. Hence, technology is extremely beneficial in the learning process, a process that must engage
the learner. The Teachers’ role in engaging the learners is to motivate them through authentic learning
experiences. When possible, teachers should also promote active learning.
Information Technology teachers must become the bridge and support for other teachers to use
computers in education. Technology integration in the teaching/learning process across the curriculum
is the ultimate goal. Encouraging all teachers to use technology will allow the students to further
practice and master the skills of using technology.
To further enhance the suggested teaching practices, Information Technology teachers can use a number
of models of instruction. The challenge is to match the knowledge and skills required by the curriculum
with the appropriate strategies. Teachers need to help students learn, to learn (cognitive strategies) in
ways that are effective for all students (multiple intelligences). They should incorporate active learning
experiences (constructivism) that encourage student response (behaviorism).
This section summarizes the key ideas of cognitive strategies, multiple intelligences, constructivism,
and behaviorism and presents some implications for mathematics instruction. This framework does not
advocate one theory over another but encourages the use of any or all as appropriate.
Few students have any idea of how to go about learning or processing information in an efficient man-
ner. The curriculum requires students to learn both skills and content. Students can learn to learn if in-
struction is planned so that they use one or more appropriate cognitive strategies (ways to learn) to ac-
tively process content or practice skills. Four major types of cognitive strategies are
• Organizing or Chunking Strategies

• Spatial Learning Strategies
• Bridging Strategies
• General Purpose Strategies

Page 36
Organizing or Chunking Strategies
Organizing or chunking strategies are the learning strategies most often used in Mathematics.
These strategies require teachers and students to think about relationships and then to organ-
ize information based on relationships.
Organizing Information
STRATEGY DESCRIPTION EXAMPLE
Spatial Arrays of information organized by actual Spreadsheet Layout

location in space
Time Narratives, story telling, sequencing, problem, Use of a Time-Line to determine
the effects at intervals
action results, cause and effect
Procedures Steps and stages Procedural steps to execute a
function.
Logic Structured around induction and deduction, “Booting” derived from

stories that unfold from statements “bootstrap”
Classifying Information
Taxonomy Classification based on structural features, Difference between printers

similarities, or functions
Typologies Classification based on groups within a subject Data types
field.
Multipurpose Sorting
Cause-Effect Determine which thing caused another thing to Mouse operations
happen, or what resulted from another action
Similarities/ Compare and contrast; think of something Contrast the operation of a

Differences students know, then transfer/compare to computer to an office/desk
something new.
Forms/ Organize material by structure (what is X like?) Menu classification.
Functions and function (how does X work?); use these ideas e.g. PRINT, SAVE, OPEN,
CLOSE are all FILE
of process and system. functions
Advantage/ Sort materials by advantages and disadvantages Computer components

Disadvantage pros and cons.

Page 37
Research shows however, that organizing strategies are not highly efficient or memorable and, when used
alone, are not sufficient for long-term learning. They must be supplemented by more powerful strategies,
e.g., spatial learning strategies or general purpose strategies, described below. Organizing strategies are
good preparation for other learning strategies. Teachers should use the organizing strategy most appropri-
ate to the subject matter and then combine it with other strategies to make the material more memorable.
Spatial Learning Strategies (Data Retrieval Charts and Concept Mapping)
Organizing strategies are more readily learned when combined with a SPATIAL LEARNING
STRATEGY, a BRIDGING STRATEGY, or a GENERAL LEARNING STRATEGY. Visuals are
a powerful way for students to remember information, especially those students who have strong visual
and kinesthetic intelligences. Following are two spatial learning strategies appropriate for secondary
students:
1) data retrieval charts
2) concept mapping.
1) Data Retrieval Chart: A visual display (a grid or a matrix) of information prepared by students.
This provides "a big picture" that students can use to assimilate facts, compare, and organize
information. The main ideas are labeled in rows and columns. Information to complete the data retrieval
chart is provided by recall or found in reference material.
Printers/Functions Printing Letter Quality Cost
Mechanism
Dot matrix Impact NLQ $
Laser Non Impact PLQ $$$
Ink jet Non Impact PLQ $$
This figure provides an example of a data retrieval chart that can help students organize information
based on a generalization. Students gather facts, elicit prior knowledge from memory, and place that
knowledge into the data retrieval chart.
2) Concept Mapping: Structuring material visually as a chain, a spider, overlapping circles, or a hierar-
chical or hybrid "map" is a very powerful strategy.

Page 38
Input Device Output Device
I/O Device
Keyboard Modem Printer

Computer —>Computer Human—>Computer
Mouse Disk Drive Monitor
Joy Stick Speakers

Modem Touch Screen
The figure illustrates a flowchart that is useful in analyzing The figure features a Venn Diagram that enables stu-
relationships. dents to compare and contrast information
Students need explicit practice to develop meaningful and useful concept maps, but once they have a
repertoire useful for different purposes, this is an excellent way for students to analyze complex ideas or
text and to simplify it into memorable "mind pictures."
Bridging Strategies General Purpose Strategies

A third type of cognitive strategy, bridging, helps General purpose strategies are useful ways to
students recall what they know and then transfer study material and reinforce ideas. They in-
the knowledge to new topics. Advance organizers, clude such strategies as rehearsal/repetition,
metaphors, and analogies help students accomplish the use of mnemonics, and study?
Strategy Description
Strategy Description
Rehearsal/ Several techniques exist to help
Advance An advance organizer is a Repetition students rehearse/repeat new
Organizer restatement of prior knowledge information. These include asking
and an introduction to new questions, predicting and
material. A good advance clarifying, restating or
organizer should be brief. It paraphrasing, reviewing and
provides students with a structure summarizing, selecting, note
of the new information and taking, underlining, etc.
encourages transfer and Mnemonics Devices used to remember
application. material, like acrostics, acronyms
Metaphor/ Good metaphors are rich in

Analogy imagery and figurative language. Study A systematic approach to
They are concrete, meaningful, Strategies searching for information and
and help students to learn. A finding meaning. The approach
successful teacher can capture usually involves a set of
students’ attention with an apt strategies, like
metaphor, and construct a SQ3R – Survey, Question, Read,
memorable learning experience. Recite, Review

Page 39
Some educators contend that different types of intelligence account for human abilities. These ideas
reflect the influence of Howard Gardner and his theory of multiple intelligences. Gardner says the
multiple intelligences include:
• Logical mathematical intelligence: an individual's ability to understand logical and
numerical patterns and relations
• Linguistic intelligence: the ability to acquire and use a large, elaborate vocabulary
• Musical intelligence: the ability to create and enjoy music
• Spatial intelligence: the ability to recognize visual spatial relationships, think three-
dimensionally, and use imagery.
• Bodily kinesthetic intelligence: the ability to move skillfully and smoothly, to use the
sense of touch and feeling to perceive the world
• Interpersonal intelligence: the ability to cooperate well with others, to read their
motivations, and to deal with their moods
• Intrapersonal intelligence: the ability to be aware of one's own feelings and inner world,
to reflect on one's own experience in life, and to identify one's own strengths, desires, and
weaknesses
• Naturalist intelligence: the ability to use objects and forces in the natural environment to
solve problems and draw on abilities to observe
The Core Curriculum offers teachers opportunities to reach students who exhibit different intelligences.
Forcing instruction for the sake of meeting only one type of intelligence is inadequate. Students who
find music enjoyable should be engaged in singing Mathematical procedures whenever adequate. MI
use must be purposeful to be meaningful, and all activities should be structured around clearly
delineated objectives related to curriculum, instruction, and assessment (C-I-A).
Many teachers are influenced by the theory of constructivism. Its principles hold that:
• Learning takes place in each individual through personal effort and is student centered.
• Learning is like a construction or building process, not a retrieval process. A student must
be actively engaged in building his or her own knowledge and understanding.
• Students learn through mental interaction with the physical and social world; they do not
merely take knowledge from that world.
• Understanding a new idea involves making connections between old ideas (previous
knowledge) and new ideas.
• Learning is affected by the context in which an idea is taught as well as by a student's
beliefs, attitudes, and previous experiences.
What students learn is organized into networks of information and knowledge (called schema). Some
networks consist of data, information organized in patterns or structures. Other networks consist of ways
of processing and organizing information, that is, skills and procedures. This means that what a student
knows differs from what a student can do. These are two different things in our brains. The Core
Curriculum states expressly the Information Technology knowledge and the skills that students will
learn as they complete a comprehensive program. Curriculum developers need to consider this as they
devise their plans.

Page 40
The networks of information each student develops are unique because they are based on the
individual's experiences and previous learning opportunities. These networks, in turn, affect the
student's ability to learn: to perceive, understand, attach meaning to events, comprehend, and construct
meaning.
What students learn is a function of what they already know (the networks or schema); the networks
influence the input of information (perception), the processing of the input (comprehension), and the
recall of the input (learning).
Learning can be thought of as making connections between old ideas and prior understandings and new
ideas. The processes that help students to make connections or to build new networks of knowledge (the
known ways people learn) are termed “cognitive”.
As a theory of learning, constructivism holds tremendous implications for Information Technology
classrooms. Proponents believe that students can remember substantial amounts of new information
better if they can build on prior knowledge. This places a responsibility on schools to structure
curriculum that provides connections between old and new information and on teachers to develop
cognitive strategies as part of their instruction and assessment.
The theory of behaviorism holds that reinforcement changes behavior. There are two types of behavior,
voluntary and involuntary. Classical conditioning considers the ways external influences change
involuntary behavior. Operant conditioning considers the ways external influences change voluntary
behavior. Behaviorists contend that:
• External factors affect the learning process more than internal factors. This means that
prior knowledge such as the ideas, insights, goals, or needs that a learner brings to a
classroom does not affect the quantity or quality of new knowledge as much as do the
environment of the classroom, the teachers style and delivery, or any external expectations.
• Thought does play a role in conditioning. Students realize that certain study habits result in
better grades and they are more inclined to repeat the performance.
• Research indicates that reinforcement does not always produce the expected results. Too
much reinforcement can lead to diminution of behavior.
Information Technology instructors influenced by behaviorism might focus their energies on varying the
method of delivery or the classroom atmosphere (external factors) rather than on assessing existing
student knowledge (internal factor). In contrast, constructivism encourages teachers to consider internal
factors. Balancing these factors provides the most meaningful instruction in the Information Technology
classroom.

Page 41
First & Second Forms Core Information

Technology and Communications
Curriculum
General Introduction
A ready grasp of information technology has become as needed a skill as reading and writing for an
individual to function in the modern world.
An educational institution which ignores empowering the student is ill-preparing that student for the
twenty-first century.
In this framework, the instructor concentrates on allowing the student to become comfortable with the
applications, the recognition of when an application should be applied, and the hardware which allows
the applications to function.
The main emphasis is on empowering the child to be creative with the technology. All components are
reflected upon within the Projects component, which allows the child to produce personal contributions
within the guise of the Portfolio.
Objectives
Outcome 1: Investigate the social, environmental, and personal impacts of ITC

Outcome 2: Apply the principles of the design process to solve a range of problems
Outcome 3: Collect data and use technology to organize and analyze data for the
presentation and communication of information.
Outcome 4: Integrate the output of a number of personal productivity tools to create a
single product.
Outcome 5: Work independently, collaboratively, and in teams to achieve individual and
shared goals.
Outcome 6: Understand and select information technology systems and processes
relevant to a variety of personal productivity applications.
Outcome 7: Use appropriate software and equipment to design, produce, and present
solutions to ITC problems for personal use.
Outcome 8: Understand the relevance of personal productivity skills to present needs,
future study and career opportunities.
Outcome 9: , in specific areas of personal computing,use efficient techniques and a range
of software features, which are appropriate to the interests and needs of the student.
Outcome 10: Use computer communications systems for personal information needs.

Page 42
Major Topic Year 1 Year 2
Introduction IN1-1 Why learn computing
IN1-2 Uses of computers IN2-2 Uses of computers
IN1-3 Computers in Belize IN2-3 Computers in Belize
IN1-4 History of computers IN2-4 History of computers
IN1-5 Categories of computers IN2-5 Categories of computers
IN2-6 Technological developments
Input devices ID1-1 Keyboard
ID1-2 Pointing devices ID2-2 Pointing devices
ID1-3 Scanners ID2-3 Scanners
ID2-4 Voice recognition
ID1-6 Gaming devices ID2-6 Gaming devices
ID1-7 Infra red devices ID2-7 Infra red devices
Output devices OD1-1 Screens OD2-1 Screens
OD1-2 Printers OD2-2 Printers
OD1-3 Plotters OD2-3 Plotters
I/O Devices IO2-1 Voice synthesis
IO1-2 Modems IO2-2 Modems
IO1-3 Touch screens IO2-3 Touch screens
IO1-4 Magnetic disk drives IO2-4 Magnetic disk drives
IO1-5 Optical disk drives IO2-5 Optical disk drives
Storage devices SD1-1 Units of memory
SD1-2 Magnetic tapes SD2-2 Magnetic tapes
SD1-3 Magnetic disks SD2-3 Magnetic disks
SD1-4 Optical disks SD2-4 Optical disks
SD1-5 Floptical/Super disks SD2-5 Floptical/Super disks
Main memory MM1-1 RAM (types modules) MM2-1 RAM (types modules)
MM1-2 ROM MM2-2 ROM
MM1-3 CMOS / BIOS MM2-3 CMOS / BIOS
MM1-4 VM + MM2-4 VM +
Microprocessor (CPU) MP1-1 CU MP2-1 CU
MP1-2 ALU MP2-2 ALU
MP2-4 Cache
MP2-5 Registers
MP2-6 Types
System board SB2-1 Expansion slots
SB2-2 Expansion cards
Keyboard KB1-1 Keys & functions KB2-1 Keys & functions
KB2-2 Special keyboards
KB2-3 Layouts
Booting BO1-1 Sequence BO2-1 Sequence
BO1-2 Log on (Configure +)
BO2-3 POST
BO2-4 Boot modes
Keyboarding KG1-1 Typing skills KG2-1 Typing skills
KG1-2 Creating a File (Word Pad) KG2-2 Creating a File (Word Pad)
KG1-3 Numeric Data Entry KG2-3 Numeric Data Entry
Document Creation DC1-1 Special characters (Spanish)
DC1-3 Create a document
DC1-4 Save
DC1-5 Print
DC1-6 Formatting text
Page 43
Major Topic Year 1 Year 2
Document Creation Cont. DC2-7 Page Layout
DC2-8 Tabs/Indentation
DC2-9 Columns
DC1-12 Clip art DC2-12 Clip art
Database Management DM2-1 Create tables
DM2-2 Save & print
DM2-3 Edit records
DM2-4 Edit / modify structure
DM2-5 Filter records
DM2-6 Simple criteria
Spreadsheets SS1-1 Simple spreadsheet
SS1-2 Save & print
SS1-3 Row & column size
SS1-4 Cell attributes SS2-4 Cell attributes
SS1-5 Ranges
SS1-6 Simple formulae
SS2-7 Common functions
SS2-10 Complex formulae
SS2-11 Sorting & filtering
SS2-14 Charts
SS2-16 Print settings
SS2-17 Financial & statistical functions
Operating Systems OS2-1 Types & platforms
OS1-2 Disk & file management OS2-2 Disk & file management
Hardware HW1-1 Adjusting loose components
HW2-2 Configuring devices +
Communication
CM2-3 Text messaging
CM2-4 Virus protection
Programming
Networking NT1-1 WAN & LAN
NT1-2 Topologies
NT1-3 Communication media NT2-3 Communication media
NT2-4 Communication processors
NT2-5 Servers & clients
NT2-8 Network applications
Presentation Software PS2-1 Presentation Software
Applications&
Implications AI1-1 Computers in AI2-1 Computers in
AI2-2 Data security
Static Integration SI2-1 Clipboard
Desktop Publishing
Dynamic Integration
Internet/e-mail IT2-1 Sites
IT2-2 URL’s
IT2-8 File formats
Graphic Design GD1-1 Graphic editors GD2-1 Graphic editors
Multimedia MD2-1 Media files
Projects PJ1-1 Projects PJ2-1 Projects

Page 44
CONCEPT MAP
Purpose
Competencies Uses
Personal Educational
INTRODUCTION
This section introduces you to the world of Information Technology. Firstly, finding out how
much you know about computers and how well you can use them is important. Then next
important is being introduced to information technology standards, and, finally, setting some
personal goals to achieve computer competency.
We live in an information society brought about by a computer revolution. It is transforming
the way we communicate, do business, and learn. The widespread availability of computers
has prompted an explosion of applications. The union between communication technology
and information processing is the cornerstone of this revolution; this integration is called
Information Technology and Communication (I.T.C). To become active and effective
participants in our society, we must strive to become computer competent.

Page 45
Introduction
Computers
Trends Belize
The Work Place Jobs Effects
Historical Types Hardware Categories Uses
GENERAL OBJECTIVES
Students should be able to
(i) realize the importance of Information Technology as it applies to

today’s society.
(ii) identify and describe uses of the computer.
(iii) develop self-awareness to become computer competent.

Page 46
IN1-1: Why learn computing.
Specific Objectives Content
Students should be able to:

Know why computers To calculate and accomplish tasks and work for them.
were invented
Computer literacy vs. Information literacy vs. Integration literacy. How
computers are used in the classroom.
Explain why are
Networked computers allow communications beyond classroom walls:
computers are important environment for cooperative learning, development of high-order thinking skills, solving
for their education complex problems. Computers provide unique, effective and powerful opportunities.
How computers help in the development of individuals ability and skills in different
Provide examples of fields.
how computers are
changing the way we
learn.
IN1-2: Uses of computers

Identify and describe Information Systems, Personal Computing, Communication, Science,
uses of the computer. Research, Engineering, Education and Reference, Computer-aided Design,
Entertainment and Edutainment
Develop a self- Backup data. Build a web page. Calculate numbers with the calculator.
awareness to becoming Copy and move files. Create a poster or sign. Create a table of data.
computer competent Develop typing skills. Draw a picture. Format text. Make an invitation or
greeting card. Play a game. Play music. Prepare a homework assignment.
Record music or sounds. Research information from an encyclopedia.
Research information on the internet. Save files. Send/receive e-mail.
Set up an e-mail account. Type a letter.

Page 47
Suggested Teaching/Learning Strategies Suggested Assessment Resources

Strategies
Have students problem solve a situation to identify a new Divide the Class into groups Computer
device/machine to do the task easier and faster. and have them lookup the manuals, History
(e.g. use a stick to dig a small hole, what would be needed for a big advantages of using the of computers,
hole) computer. Computer
Concepts and
Journey students through “vignettes” that highlights educational uses As group work, students are applications,
of computers. Describe the present and the future of computer, and the to research why computers Information
must know of computer literacy in the work place. are important for their Technology for
education. CXC, …
Brainstorm examples of how technology has affected and will affect
the way they learn. Depict learning tools, which make learning much Individual reports to be
easier. Enlighten them by showing them a few examples of how given on how computer relates
computer can be used in the classroom to make their studies easier. to different jobs. If shown a
Show them a video, DVD, (movie) concerning how computers are video on how computers
changing the way we learn, using visual aids, charts, diagrams change the way we learn, let
developed by the use of computers. And how computers are used in them submit a report on the
different fields of study. Learning tools, printouts, presentations using presentation.
power point, etc…

Strategies
Group students and let them
List uses and have students come up with examples of the use. Show make a presentation on how
examples of how computers are being used in different work fields. How different personnel use
computers are being used for different purposes. E.g. communication, computers in their fields.
education, construction, gaming, etc…
Presentation will be related to
computers in a way in which
Have students identify what they have used computers for. the students will dress and
Have students identify specific goals they want to achieve from this will come in and give a
course. briefing on how they use
(see APPENDIX: Goals Contract) computers in their respective
work place.
e.g. Computer technician

repairs and assembles
computer.

Page 48
IN1-3: Computers in Belize.

Identify how computers We live in an information society brought about by a computer revolution.
are being used in Belize. It is transforming the way we communicate, do business, and learn. The
widespread availability of computers has prompted an explosion of
applications. The union between technology and information processing is
the cornerstone of this revolution.
Job environment, Job loss, Job skills, Job creation, Work patterns,
Site ways in which
Telecommuting, employees’ health, privacy, computer crime, piracy,
computer use in Belize is
hacking, fraud…….
affecting the workplace.
IN1-4: History of Computers

Identify important Timeline
developments that have 1937 – Dr. John V. Atanasoff and Clifford Berry first electronic computer.
shaped the history of 1951 – UNIVAC 1
computers. 1953 – IBM650
1958 – Transistors
1976 – 1st Apple
1980 – MS-DOS
1989 –WWW
2000 – Millennium bug

Identify major categories Computers are grouped into microcomputers and mainframe computers;
of computers. mini and supercomputers.
Types of PC:
Identify different types of
Desktop, Laptop, Notebook, Palmtop.
Personal computers.

Page 49

Strategies
Students interview family members and neighbors and list how computers After having interviewed
are being used. Students can interview friends and workers they know on different people have students
how computers facilitate their jobs and how they achieve their jobs name and list all of the
efficiently with the use of computers. possible ways in which they
use computers.
Students are to match implication issues to a possible example in the

Belizean workplace. . Students can interview different workers they know
on how computers facilitate their jobs and how they achieve their jobs
efficiently with the use of computers.

Strategies
Have students develop their own time line poster. Let students create a Have students prepare their Internet,
chart and let them link all of the important time line in which computers Time line charts to the best of computers Text
had a major development. Let them gather pictures concerning the their abilities and have an books and
different time line from the different computer developments and let exhibition to present their magazines.
them develop their creativity by constructing an imaginative chart, charts.
original in a way that they may be proud of and which will give them
more wanting and to put life into their studies.

Strategies
Use a table of similarities and differences to illustrate the types of Compare and contrast the
computers. Size, storage capacity, and speed between the different two, and state the differences
computers and state why and how each one is used, and for what in illustrative ways that will
purpose. make it possible for students
to clearly distinguish between
both.
Use pictures to describe the different types of PCs.

Page 50
IN2-2: Uses of computers

Identify and describe uses Computers in:
of the computer in specific Engineering and manufacturing
Banking Industry
disciplines. Education
Law enforcement
Law firms
Medicine
Natural language processing
Process Control
Robots
Weather Forecasting
List how a computer is
used to do a specific task. Example
Area: Education
Specific Task: Tutorial
Process: Self instructional programs to teach new materials to students.
The computer is a tutor and student moves at owns pace.
IN2-3: Computers in Belize.
Students should be able to: Computers are now commonplace in Belize. You wakeup and your
Explain how computers breakfast is affected by computers. The electricity used to prepare your
are being used in Belize. food controls the power supply and computes your bill. The milk has a bar
code needed for identification at the supermarket. The effect of computers
is everywhere.
Explain the effects of Job environment, Job loss, Job skills, Job creation, Work patterns,
computer use in Belize. Telecommuting, employees health, privacy, computer crime, piracy,
hacking, fraud

Page 51

Strategies
Describe general purpose software and have students identify how it Have students find how
can be used in different areas. computer programs make a
Match a process to a specific use. Show examples, by showing difference and how they play
different programs in which different programs are used in different a role in the development,
fields of work. For example show a spread sheet used by teachers to causing a chain of reactions
store student grades, or a Database used by a bank, Etc. within the community and
(Students can even be taken on a trip to different places in Belize and how it helps us to note the
have them note and see how computers and computer applications are changes and to prepare for it.
used for different purposes.) For example weather
forecasting.
In groups, students complete activity to express how computers are used to

do specific tasks.

Strategies
Assign students the task of
Students list as many ways where the absence of computers researching how computers
can have different effects on
would affect a specific part of their day. Report findings to the community. Pros and
the class. Cons.
Assign students the task of

researching how computers are
used in the gathering of
Students are to research and present a report on the impact of information by the
computers in a specific workplace in Belize.. Government of Belize.
Database, E.g. Registry.

Page 52
Students should be able to: Monitors, System Units, Storage Units, Processors, Keyboards and mouse
Relate the development have undergone a history of evolution.
and changes with
common hardware
components.
IN2-5: Categories of Computers
Students should be able to Size, speed (Processor), memory (RAM), capability, task and use.
Identify the
characteristics of
computers that is used to
classify them.
Identify how the Lower cost and availability to consumers have increased their use.
evolution of computers
has increased their
impact on society.
IN2-6: Technological Developments
Students should be able to The World Wide Web

Identify the technological
developments that will Educational Software on DVD-ROM
continue to transform our
lives. Assistive technologies
Web-Based Communications
The Virtual Frontier

Page 53

Strategies
Have students select a unit and prepare a report/timeline Have students present their Interenet resources,
of its evolution. Have students use their imagination in projects and have them (www.Howstuffworks.com,
creating life size models, in which they are to adapt the explain how these objects www.webopedia.com, www.
concepts and ideas given by text books, diagrams, make a difference by its google.com, Upgrading and repairing
pictures, internet resources, etc… existence. PC’s, Computer concepts and
applications.

Strategies
Use a table of similarities and differences to illustrate the Describe the different uses of
types of computers. computers and identify the
different needs for each type
of computers. Have students
present a topic regarding each
From magazines and newspaper advertisements, students of the types of computers, e.g.
can identify differences in computers from their (gaming, banking, Etc….)
specifications and prices

Strategies
Have students research a topic and write a futuristic story of Short answers and fill in the
the impact this trend will have on their lives. blank question paper on the
development and
technological advancements
of the computer and how it
affects our daily lives.

Page 54
CONCEPT MAP
Pointing Devices
Mouse Touch Pad
Gaming Device Light Pen
Joystick
INTRODUCTION
Data can be entered into the computer in many ways. Peripherals for putting data into the
computer are input devices. The most commonly used input devices are keyboards, pointing
devices(like a mouse) and scanners.

Page 55
Input Devices
Microphones Imaging Devices Mobile Devices
Video Digitizers Scanners Digital Cameras
Palm Pilots Handheld

PC’s
GENERAL OBJECTIVES
1. Appreciate the need for various input devices.
2. Become familiar with the different input devices

Page 56
ID1-1,2,3: Input Devices.

Student should be able to:
Identify different Mouse, Touch Pad, Joystick, Game Pad, Light Pen, Digitizing Tablet.
pointing devices
Site examples and uses of Digital Cameras, Optical Mark Reader, Voice Recognition System
different input devices (microphone), Mobile Devices (palm pilots), Pointing devices.
ID2-: Input Devices.

Identify Advantages and Factors that will highlight Advantages and Disadvantages of various input
Disadvantages of devices.
different input devices. E.g. uses, functions, technological advancements, ergonomics, ease of use,
cost, etc.
Configure mouse settings In Control Panel, choose Mouse. Identify and configure different mouse
in Windows settings such as: Mouse Speed, Mouse Trails, Right/Left Click buttons.

Page 57
Suggested Teaching/Learning Strategies Suggested Assessment Strategies Resources

Let students do a research on different Pictures or photos of devices covered may be Popular PC Magazine
input devices and get pictures or collected by students and an exercise could call for etc.
the identification of these devices by students, along
diagrams of the devices. with a description of their functions. Internet Sites:
www.pctechguide.com
Have students gain access to and use identified input www.howstuffworks.com
Identify data capture medium and devices. They will be required to work with these
have students select the appropriate devices and generate the results e.g. digital cameras
to take photos of classmates. Students should then be
input device.. able to explain how the device works and will be
tested on that material.

Strategies
Students will conduct an in-depth
Facilitate group discussion regarding Advantages and research on identified input devices
and will be expected to explain the
Disadvantages. Use a matrix table. advantages and disadvantages of
these devices.
Have each student change settings, and consider the Students should be able to explain
how settings are changed and what
effects. layout they believe is appropriate and
why.

Page 58
CONCEPT MAP
Soft Output
Screen
INTRODUCTION
Output consists of the results of processing. Output devices convert the results into a form that can be
understood by the user. Three commonly used output devices are the printer, monitor, and plotters. The
printer produces a permanent hard copy while a monitor produces a temporary onscreen display. Plotters are
used for creating accurate designs.

Page 59
Output Devices
Hard Output
Printer Plotter
GENERAL OBJECTIVES
1. know to use and identify the different types of output devices
2. work with output devices

Page 60
OD1-1: Screens.
state the purpose of a To view alphanumeric and graphic output.
screen
Identify different types of Monitors, LCD, Television, touch screen.
screens.
Change the intensity and Monitors can be adjusted similar to a television.

other physical adjustment Intensity, light, color, V/H hold, flickering,
of a monitor.
OD1-2: Printers

Students should be able to Produce hard-copy output. Examples include reports, receipts, memos,
state the purpose of a checks, listings and other documents.
printer
Identify different types of Dot-matrix, Page printers (lasers), Ink-jet printers

printers.
Select a printer for use. Use printer option in an application to select the printer to send the print job
to.
OD1-3: Plotters

state the purpose of a Architects and designers who produce high quality, precise drawings and
plotters graphics use plotters.
Identify different types of

plotters. Drum and flatbed plotters

Page 61

Pictures or photos of monitors studied Popular PC Magazine etc.
Have students draw and label the monitor may be collected by students and an
exercise could call for the identification Internet Sites:
they use. of these devices by students, along with a www.pctechguide.com
description of how they function. www.howstuffworks.com
Have students get pictures and create a
display of different types of monitors. Have students gain access to and bring
in, if possible, different types of
monitors/screens. Students will be
Activity: have students adjust their monitor. required to explain how each of the Personal or borrowed input
monitors work. devices.

Look at examples of printed output from Pictures or photos of printers studied may be
different printers. collected by students and an exercise could
call for the identification of these devices by
students, along with a description of how they
function.
Have students gain access to and bring in, if

possible, different types of printers. Students
will be required to explain how each of the
printers work.
Activity to select a different network printer.

Have students examine the poor quality of lines Have students gain access to and work
drawn by dot-matrix printers. with plotters (where possible).
Students will be required to explain
how plotters work. They will also be
expected to explain how and the quality
Have students view the operation of a plotter. produced by plotters varies from dot-
matrix printers.

Page 62
OD2-1: Screens.

Differentiate between Graphics adaptor: CGA, EGA, VGA and super VGA
different types of display RGB –CRT monitors, Flat-Panel – LCD, Touch Screen
adaptors and monitors.
describe the operation of Size, Resolution, Color, Display quality.

the different monitors
OD2-2: Printers

Identify varying factors Cost, Color/BW, Output volume, Quality, Special features, Sharing.
when choosing printers
Start Printer settings Add Printer

Install a printer for use.
.
OD2-3: Plotters

differentiate between a Precision Instruments.
plotter and a printer. Printers are unable to produce high-quality, perfectly proportioned graphic
output.
describe the operation of Flatbed:

a plotter. One or more pens move laterally over the paper as the paper moves
horizontally in the same plane. All controlled by the computer.

Page 63
Suggested Teaching/Learning Suggested Assessment Strategies Resources

Strategies
Popular PC Magazine etc.
Have students compare the Students will be required to explain how these
devices function (the mechanical aspect of these Internet Site:
appearance of images after looking devices). www.pctechguide.com
at several types of monitors. Use a www.howstuffworks.com
rubric for them to score.
Students will be expected to compare different types
Have students make a table of monitors and explain how and why the quality of
their displays is different.
differentiating the monitors

Strategies
Use a matrix of pros and cons and different types of Students will be required to
printers. Use questioning technique for students to develop explain how these devices
function (the mechanical
understanding. aspect of these devices).
Set up practical activity for students to use the setup wizard Students will be expected to
to install a new printer and driver. compare different types of
printers and explain how and
why the quality of their hard
copies is different.

Strategies
Activity: have students use magnifying glass, ruler to Students will be expected to
determine differences between a printer output and a compare different types of outputs
produced by printers and plotters
plotter output. and explain how and why the quality
of their hard copies is different.
Activity: Have students draw a figure assimilating the

movements of the paper and pens of a plotter. Students will be required to explain
how these devices function (the
mechanical aspect of these devices).

Page 64
CONCEPT MAP
Input Devices
Keyboard
Pointing Devices Scanners
Gaming Devices Infra red Devices
INTRODUCTION
One power of the personal computer is in its ability to communicate with other machines.
This is enabled by its ability to utilize Input/Output devices. During the first two years we
concentrate on the common devices which fall into this category, and a couple which fall into
the “fun” category. Some of the devices warrant reexamination in more depth which is why
they have been set as topics in both years.

Page 65
Devices
I/O Devices Output Devices
Voice Synthesis
Screens
Modems
Plotters Printers
Touch Screens
Optical Disk Drives
GENERAL OBJECTIVES
1. Recognize I/O devices
2. Utilize I/O devices
3. Understand when it is appropriate to apply an I/O device

Page 66
IO-1: IO Devices. (Modems)
Students should be able to Examine the various manufacturers of modems and the configurations. Note
Differentiate between the speed differences, connection types, and cost differences.
modem types Examine ISP services on the internet, compare the costs and value of the
Identify ISP in the services provided.
community
IO-1: IO Devices. (Touch Screens)

Students should be able to The touch screen is a unique I/O device since it is used for interaction with
Explain how touch screens humans (most I/O devices enable machine to machine communication) The
function student should be able to recognize what other devices it can replace.
Identify areas where these The student should investigate where the device is effective, and recognize
are used the disadvantages of the device.
IO-1: IO Devices. (Magnetic Disk Drives)
Students should be able to The disk drive uses the magnetic medium for storage.
Understand how magnetic The student can insert, remove, and browse a diskette, copy a file off a disk-
media work ette, and back up a file on to the diskette.
Use a magnetic disk The student can format a diskette.
Format magnetic disks
IO-1: IO Devices. (Optical Disk Drives)

Students should be able to The CD drive uses the optical medium for storage.
Understand how optical The student can explain and diagram the operations of the optical drive.
media work The student can insert, remove, browse and use the files located on a CD.
Appreciate how optical
drives function
Use optical media/drives

Page 67

Can the student select a modem which could fit Students may be required to conduct and in- Internet Sites:
onto a specific machine? Can the student depth research based on the different types www.pctechguide.com
of modems and their compatibility with www.howstuffworks.c
explain the benefits of his/her choice? different machines. Students should be able om
Can the student explain how a free ISP to then explain the advantages of using this
provides its service? type of modem as opposed to other types.

The student should be able to explain which devices it Using lab facilities, students can “surf”
replaces. the internet in search of costs of touch
screens and mouse and screen
The student can research the cost of the touch screen on combinations. They can then report on
the internet and compare it with the cost of a mouse and the affordability of each of the studied
screen. input devices.

Strategies
The student should be able to distinguish between the elec- Using the internet, students
tronic medium and the magnetic medium, both in terms of can “surf” in search of the
identified secondary storage
speed, cost of storage, and type of storage. media and explain how they
work, their capacities, cost of
The student can read the report concerning number of bad storage etc.
tracks/sectors.

The student should be able to distinguish between Using lab facilities, students can “surf” the
the magnetic medium and the optical medium, internet in search of cost of storage, speed
and type of storage of electronic medium as
both in terms of speed, cost of storage, and type opposed to magnetic medium. They can then
of storage. report on the affordability of each of the
Explain how the drive works and why one does studied types of media.
not open it up to examine the operations.

Page 68
IO-2: IO Devices. (Voice Synthesis)
Students should be able to The student can define speech synthesis.

Define and explain voice The student can define low-level synthesis which is concerned with the
synthesis simulation of the human voice by simulating the vocal characteristics of the
Differentiate between low voice (nasal, intonation, speed etc.)
and high level synthesis The student can define high level synthesis which uses text as its input, and
then produces simulated reading of the text.
IO-2: IO Devices. (Modems)

Students should be able to Explore how a device can change audible sounds into a code which can
Explain the processes of be interpreted electronically and the converse.
modulation & demodulation The student recognizes that communications can occur faster by using a
Identify and explain various data line connection.
types of links/connections The student recognizes that communications can be direct to a satellite
allowing a generally higher speed.
IO-2: IO Devices. (Magnetic Disk
Students should be able to The student can explain and diagram the operations of the magnetic disk
Explain how magnetic drive.
disks (hard drives) function List the advantages and disadvantages of the IDE drive system.
cost speed
Compare types of drive storage drive limits
systems (namely IDE and List the advantages and disadvantages of the SCSI drive system.
SCSI) cost
storage
speed
drive limits
Compare the drive types in terms of the above classifications.
IO-2: IO Devices. (Optical Drives)

Students should be able to Define CDR and contrast it with CD-ROM.
Compare different type of Define DVD storage and compare it with CD-ROM.
CD’s Define DVD-RW and compare it with DVD.
Compare types of DVD’s

Page 69

Strategies
Use some voice synthesis software, it is located on the Students can gain access and Internet Sites:
internet and also employed in some games. use some identified voice www.pctechguide
synthesis software and must .com
study and explain how the www.howstuffwo
type of software used works. rks.com

Can the student explain how the signals get Students can conduct an in-depth research based
converted? on how signals are converted by modems and how
the different types of modems work for the
different types of links (simplex, half-duplex etc.)
They should then be able to explain how a modem
operates to their peers.

Strategies
Pull apart a drive, diagram and demonstrate the actions. Point Students should be able to
out the read/write heads on the floppy and extend that to the conduct an in-depth research
based on the magnetic disk
hard drive. Diagram the track and extend to the cylinder. drive. They will be required
Research IDE drives on the internet. to explain thoroughly what
Research SCSI drives on the internet. the main components and
make-up of the drive are and
will explain how the parts
work in relation to each other.

Have students bring in samples of CDR, CD-ROM, Students will be required to conduct an in-depth
DVD and DVD-RW research on CDR, CD-ROM,DVD and DVD-RW
and will be expected to explain the main differ-
ences between these media.

Page 70
CONCEPT MAP
Magnetic
Tapes Hard Disks
Floppy Disks Super/Zip Disks Floptical Disks
INTRODUCTION
Main Memory in a computer provides fast storage that is limited in capacity. Auxiliary or
secondary storage (storage devices) on the other hand provide slow storage that is practically
unlimited in size (capacity). Magnetism and laser are the two technologies being applied in
the storage and retrieval of information from these various media (devices). The capacity of
a storage device is measured in terms of how much information it can store; and is based on
the recording density of the medium being used. A higher recording density indicates that
data is more tightly packed and that the storage capacity is higher

Page 71
Storage Devices
Units of Memory Optical
CD-ROM CD-R/RW
DVD DVD-R/RW
GENERAL OBJECTIVES
1. Appreciate the need for various storage devices/media

2. Become familiar with the nature, properties and functions of various storage
devices
3. Estimate differences in storage capacity between devices

Page 72
SD-1: Storage Devices.

Recall the units of memory Bit, byte, kilobyte, megabyte, gigabyte and terabyte
Describe and give the Floppy disks, hard disks

capacity and basic
functions of common
magnetic storage media
Describe and give the CD-ROM, CD-R/RW

capacity and basic
functions of common
optical storage media
SD-2: Storage Devices

Students should be able to: Hard disks, magnetic disks
Outline features/
characteristics of other
magnetic storage media
Outline features/
characteristics of other DVD, DVD-R/RW, WORM
optical storage media
Describe and give the Super disks, Zip disks, Magneto-Optical disks, LS-120 disks (look at
capacity and basic technology used)
functions of other
specialized storage media

Page 73

Strategies
Use analogy of meters and · Fill-in the blanks and matching questions on How storage media
centimeters to illustrate the units of memory and features or characteristics
works at
relationships between these units of of floppy disks, hard disks and optical disks www.howstuffwor
memory. Refer to different amounts (CD-ROM’s and CD-RW’s); address aspects ks.com
like physical size, cost, capacity, durability,
of marbles of various sizes fitting in Documents
technology and access method.
the same container to explain the included under
fact that storage devices don’t · Divide class into groups and have them lookup Resources\Storage
increase in size to hold more data, the technological advances and developments Devices
on the contrary they can get smaller for each storage device since it’s invention,
and rather data is more tightly namely floppy disks, hard disks and optical
packed/compressed – recording disks (CD-ROM, CD-R and CD-RW);
density rises. concentrate on changes in physical size
(appearance), storage capacity, cost and
Discuss for these devices features durability. Two to three page reports essential
such as physical size, durability & for proper assessment, encourage use of
diagrams and/or pictures and tables.
care, access method, capacity, cost.
Design a collage with the imagery of storage
Same as above, include for each medium and devices.
media areas of use and applications.

Assign students the task of researching on all · As group work students may prepare a poster
storage media, categorize them according to containing each type of storage devices
(include actual device where possible
technology used (optical, magnetic or both) and otherwise a picture); name of the device at top
have them tabulate their findings by category. For and under each device physical size, capacity,
magnetic media discuss architecture and recording/ manufacturer, type of media, contents, space
reading mechanism. Read and write heads/units used/free and any other relevant features/
discussed at this point. characteristics.
· Short answers and fill-in-the-blank question

Look at the concept of ‘burning’ pits and lands, paper on the concepts, definitions,
materials used and the laser beam/technology, components/parts and functions of the various
strong laser to burn and weak one to read. storage devices and media. Include terms like:
Comment on writing and reading speeds of optical pits, lands, track, sector, platter, lens, laser,
magnetic, optical, data window, read/write
drives/players. head.
Look at appearance and data capacity; refer to Teacher can provide students with the
technology used with special mention on the high practical task of burning CD”s and using the
recording density to compact and fit a lot more data storage medium and device.
on similar surface areas as floppies. . A visual display and demonstration of how the
devices and medium works is essential.

Page 74
CONCEPT MAP
ROM VM
Cache
INTRODUCTION
Vast amounts of data can be stored in auxiliary storage devices that work rather slow. Main
memory on the other hand provides a rapid medium for storing data that is limited, internal
and directly accessible by the microprocessor. This memory is a vital component of any
computer system and is divided into four key components, with two of these losing data
when power is cut off or fails (volatile). One of these volatile components – RAM (Random
Access Memory) is the one available for the user and comes in various sizes, formats and
capacities.

Page 75
Main Memory
RAM CMOS/BIOS
FPMRAM SDRAM DDRRAM
RDRAM Other Types EDORAM
GENERAL OBJECTIVES
1. Recognize the importance of main memory in a computer system

2. Conceptualize the functions of and relationships between the components of main
memory

Page 76
MM-1: Main Memory.
Students should be able to: Primary functions of main memory, schematics of communication with
Recognize the microprocessor
importance of main
memory
Identify the four Acronym, name and purpose of the four components: RAM, ROM, CMOS/
components of main BIOS and VM
memory
MM-2: Main Memory.

Students should be able to: Memory contents, features and properties of RAM, ROM, VM and CMOS/
Outline features and BIOS
characteristics of main
memory components
Name and give basic Basic features and properties of RAM types: FPMRAM, SDRAM,
properties of various DDRRAM, RDRAM, EDORAM…
types of RAM

Page 77

Strategies
.Diagram of how main memory • Multiple choice and matching questions on Main memory
communicates with the the general role and functions of main components and
microprocessor with reference to other memory as well as the purpose, functions concepts at
components in the computer system, and basic characteristics of the components www.howstuffwor
purpose of main memory. of main memory. ks.com
Documents
Divide main memory into its four · Towards the end of the school year, when included under
components and give full name and students have covered enough hardware Resources\Main
function of each. concepts, provide students with a diagram of Memory\
the motherboard and have them identify or
label all components previously covered or
discussed (assuming reference to the
motherboard has previously been made);
with special emphasis on main memory
components – POSSIBLE PORTFOLIO
ENTRY.

. A look at the contents, volatility and how · · Students outline in table format all
data is stored/retained in the four properties and features discussed for every
components of main memory and also component of main memory; include
properties of cache memory. aspects like volatility, memory contents, and
storage capabilities/mechanism.
Have students do an assignment research on · Poster on the various types of RAM

the different types of RAM: the modules prepared by students for display – group
size, capacity, appearance and speed – work. For every RAM type include picture
discuss, then, in class and make use of and table with list of features and
visual aids to display them characteristics: module size, capacity, speed,
cost, availability and any additional features.

Page 78
CONCEPT MAP
Components
ALU CU
Cache Registers
INTRODUCTION
A key component, and perhaps the most important of all, is the microprocessor or CPU
(Central Processing Unit) in a computer system. This component, with all its smaller units, is
in charge of controlling all data flow and processing that takes place throughout the entire
system. Microprocessors come in different types, sizes and of course capabilities to suit
everyone’s needs. The type of microprocessor used in a system is, however, dependent on
other factors/components, namely: motherboard (system board), chipset, bus speed and main
memory speed. Some systems are designed to work with more than one microprocessor
concurrently; these systems are classified as multiprocessing capable systems.

Page 79
Microprocessor
Types
Cyrix/AMD Intel Others
Pentium Celeron
GENERAL OBJECTIVES
1. Appreciate the importance of the microprocessor in a computer system

2. Differentiate between various types of microprocessors

Page 80
MP-1: Microprocessors.
Students should be able to: Role of microprocessor in overall computer system, schematic diagram of
Appreciate the system components
importance of the
microprocessor
Name and state the Role and functions of CU and ALU

function of two
common
microprocessor
components
MP-2: Microprocessors.

Name and outline Advanced look at layout, architecture and functions of CU and ALU;
features of schematics of microprocessor, functions/features of Cache and Registers
microprocessor
components
Differentiate between
types of microprocessors Specifications of Intel, AMD/Cyrix and other microprocessors

Page 81

Strategies
.Diagram of computer system ·· Matching items on the various tasks and Microprocessors
illustrating communication lines operations performed by the Control and components
between components and the Unit and Arithmetic Logic Unit inside at:
microprocessor; microprocessor as the microprocessor (CPU); items may be www.howstuffwor
main controller and processor of all specific (e.g. find the difference between ks.com; also the
activity/data flow. 4 and 9) or generalized (e.g. send manufacturer’s
keystroke to the screen). websites:
CU and ALU as two components of www.intel.com
the microprocessor, CU as the and
controller and ALU as the www.amd.com.
processor (arithmetic and logic) Documents
included under
Resources\Microp
rocessors\

. Diagram of microprocessor (CPU) · Students to list and thoroughly explain other
illustrating information flow through devices that make use of similar control and
components. Discuss functions and basic arithmetic/logic components like the
features of cache memory and registers in microprocessor (group work), draw
the microprocessor. Students should be analogies and explain how each component
encouraged to go online and lookup this performs its task for the proper operation of
information. the whole; devices like elevators, smart
traffic lights and security systems.
As an assignment, students may research in
groups on the different types/families of · Information sheet (1-2 pages) prepared by
microprocessors – the type, size, speed, students on the most common types of
socket/slot type, picture. Groups then share microprocessors – group work. For each
the information with classmates and teacher type of processor included will be a picture
through printed reports. and information on type/family of processor,
date introduced, speed, cache size, socket
type, bus speed capability – mainly Intel and
AMD/Cyrix.

Page 82
System Board
Expansion Cards
Video Card Network Interface
INTRODUCTION
The personal computer can be adapted to fit the needs of the owner. This is enabled by its
ability to allow device controller cards to be attached to the system board. This allows for
standard and non-standard devices to be connected and utilized by the operating system.
SB2 - Expansion Cards

Explain concepts associ- The student can describe the expansion cards which may be attached:
ated with the use of ex- video, drive controllers, modems, network cards, etc.
pansion cards on moth-
erboards
Attach expansion cards The student can remove, clean the points and reseat a card.
to system board

Page 83
CONCEPT MAP
Drive Controller
Sound Card
GENERAL OBJECTIVES
1. Recognize expansion cards and state their function
2. Reseat expansion cards in the expansion slots

Examine the expansion cards which can be Fill-in the blacks and matching questions How mother board works. At
attached to the motherboard. on the unit of the Mother board. www.howstuffworks.com.
Have students observe the mother
board with all components and then Upgrading and Repairing
for them to submit a report on what PC’s 13th edition.
they observe. Encourage the use of
Using a clean pencil eraser; the points of a diagrams and pictures as parts of
board can be cleaned, removing dust and their notes.
mild corrosion.

Page 84
CONCEPT MAP
101 Layout
Hotkeys Categories
Create Uses Alphabet Numeric
Navigation Special Keys Function
INTRODUCTION
The primary input device used with a computer is the keyboard. The keyboard is a group of
switches resembling the keys on a typewriter that allows users to enter input. Learning about
the keyboard is one of the most important steps towards becoming technology competent.
This is the device that you will be interacting with most of the time when using the computer.
This unit will introduce the characteristics of the standard keyboard, look at different types of
keyboards and focus on how to use change the keyboard layout when needed.

Page 85
The Keyboard
Special Types
User needs Language
GENERAL OBJECTIVES
1. List the characteristics of a standard keyboard.
2. Identify the various types of keyboards
3. Change the keyboard layout when needed.

Page 86
KB1-1: Keys and Functions.
Students should be able to: The keyboard is the primary input device that allows you to communicate with the
Identify the characteristics of a computer.
standard keyboard. It is used to
· enter data
· issue commands and
· allow for responding to prompts.
Identify the operation of the
keys on the keyboard. The standard PC keyboard has its 101 keys positioned within five categories.
(1) Alphabetic keys (2) Numeric keys
(3) Navigation keys (4) Special keys
(5) Function keys
KB2-1: Keys and Functions.

Students should be able to: You can quickly accomplish tasks you perform frequently by using shortcut keys — one or
Know what is and the purpose
more keys you press on the keyboard to complete a task. For example, pressing CTRL+B
of “short cut keys” changes the selected text to bold, just as clicking Bold on the Formatting toolbar or
selecting Bold in the Font dialog box (Format menu) changes the selected text to bold.
Customize “short cut keys” You can customize shortcut keys in Word by assigning shortcut keys to commands that do
for frequently used not already have them or by removing shortcut keys you don’t want. If you don’t like the
commands. changes you make, you can return to the default shortcut key settings at any time.
KB2-2: Special Keyboards

Identify varying types of key- Standard 101 keyboard
boards. Enhanced Windows 105 keyboard
Compare the differences be- Comparative features:

tween the different types of
Special need, Ergonomics, evolution, cost
keyboards.
KB2-3: Layout

Students should be able to: QWERTY vs. DVORAK
recognize the need for different
types of keyboard layouts. qwertyuiop[] ‘,.pyfgcrl/=
asdfghjkl;’ aoeuidhtns-
zxcvbnm,./
;qjkxbmwvz

Page 87

Strategies
.Have students draw and label the Point on a key and have students verbally identify the Computer Studies
KEYBOARD they use. categories to which it belongs. Form I
Use the keyboard activity for students to list Test on terminologies in glossary, characteristics of
examples of each category of keys. keyboard, and the five categories of keys on the
keyboard.
Activity: have students identify a program
and list for that program the function and
purpose of 10 special keys.

Have students list the current shortcut keys and Issue a theory test that comprise of Matching the short Learning
compare their use with commands used from the cut keys with the menu commands. keyboarding
menu. and Word
Tools à Macros à Word commands à List commands Issue a practical test without the use of the mouse Processing with
à run whereby students will need to use shortcut keys to word 2000
perform task.
Have students create short cut keys.
Tools à Customize à Keyboard à Press new control Observe students create short cut keys.
shortcut key

Set up practical activity for students to recognize Test on types of keyboard and differences between key-
different types of keyboards. board., and pros and cons of different types key-
board. Test format includes Short Answers and True
Use a matrix of pros and cons and different types of or False
keyboards. Use questioning technique for students to
develop understanding.

. Observe students change keyboard layouts
Discussion on the evolution of standard layouts.
Discussion on the need for other needed characters
in other languages.

Page 88
CONCEPT MAP
Setup
INTRODUCTION Sensitivity Adjust Left
The mouse is the second most common method of input to the computer, and it is the device
which the novice user fears the most. The student needs to be familiar with mouse operations
and comfortable with utilization of the device.
MO1 - Mousing

Troubleshoot a mouse The student should be able to recognize when a mouse is not connected or
connected to a wrong port and rectify the problem
Setup a mouse
The student should be able to set the mouse speed, and double-click sensi-
tivity for the mouse and shift the mouse to a left-handed setting.
Carry out mouse com-
mands The student should demonstrate good control of the mouse in movement,
right and left click, double-click and dragging.
The students should be able to understand the use of common mouse pointer shapes.

Page 89
Mousing
Troubleshooting Commands
Connect Mouse Movement Right/Left Click Double Click
GENERAL OBJECTIVES
1. Connect a mouse to a computer
2. Adjust the settings of the mouse
3. Use the common mousing operations

Connect serial mouse to wrong port, reboot the Have students disconnect mouse and connect to wrong port, reboot Computer Stud-
machine, get student to rectify. machine and rectify problem. ies (Form I)
Remove PS2 mouse and get student to connect
Let students make mouse adjustments using the control panel.
Get student to make mouse adjustments using Microsoft Office
the control panel Students to demonstrate to others basic mouse techniques such as 2000 (Premium
pointing, left clicking, double-clicking, , right-click, and drag- Edition)
The student should be able to do editing with ging icons on the desktop. Also, issue a practical exercise that
the mouse. And modify windows using the includes basic editing features whereby students will need to
mouse. access pull-down and pop-up menus.
Prepare figures of the different mouse pointer Allow students to practice using mouse pointer shapes, for e.g.
shapes and explain when the mouse takes these they can execute a command (hour glass shape), point at an
different shapes, e.g. ( ). item (pointer), type text (I-beam), select and open web-based
data (hand shape), change the size of a window (double
headed arrow appears when the pointer is on the border of a
window).

Page 90
CONCEPT MAP
Boot Sequence
POST Loading OS
INTRODUCTION
Turning the computer on and loading the operating system is called the boot process. When
the computer is booting, it performs a Power On Self Test (POST). Each phase in POST and
the boot routine involves a check of the computer system’s major components. The boot
routine is the operating system’s attempt to load its files from the boot up sector on the hard
disk or bootable diskette

Page 91
Booting
Log On Boot Modes
GENERAL OBJECTIVES
1. Properly turn on a computer and turn it off
2. Be aware of different boot modes

Page 92
BO1 - Booting
Students should be able to: Definition of the term ‘boot’ means

Demonstrate the correct
The proper booting sequence
procedures in booting up
and shutting down the Loading the Operating System (OS)
computer
The proper shut down sequence
BO2 - Booting.

Examine the boot se- Review Year 1 information on booting, the boot process, proper booting and shutdown se-
quence.
quence, and the order in The Operating System defined. Why the OS is needed to make the computer work
which events occur. Where information for the boot process comes from: Boot sector, Basic input/output system
(BIOS).
Explain what POST is,
what it does and its im-
Definition and function of Power-on self-test (POST) and the boot routine
portance to a computer. 1. CPU is reset.
2. Processor is tested.
3. DMA and IRQ controllers are tested.
4. System timer is tested
5. Expansion slots and serial/parallel ports are tested.
6. Video card is checked.
7. RAM is tested.
8. Keyboard is tested for presence and for pressed keys.
9. Disk drives and controllers are tested.
10. Disk drives are reset and activated.
11. System checks for other adapter cards.
POST issues a short beep and loads the boot record from disk.
Recognize different boot

modes Safe Mode, Safe mode with command Prompt, Safe mode with networking, VGA mode,
Diagnostic mode, Recovery Console, Selective startup.

Page 93
Suggested Teaching/Learning Strate- Suggested Assessment Strategies Resources

gies
Involve students in a discussion about what Matching questions with definitions of boot- Encarta Encyclope-
they see and hear happening when they turn ing, LOFO, OS. dia
on the computer
Define booting and explain the processes Questions in which students will list the proper booting
that happen when the computer is turned on and shut down sequences.
Reinforce information by having students Structured Question in which students will briefly ex-
turn on the computer then shut it down en- plain what happens when the turn on the computer.
suring they follow the last on first off
(LOFO) technique.

From the previous week, assign a short research where students Collect and grade research assignment.
will define boot, the operating system, boot sector, BIOS, POST
and to list and define the different boot modes. Matching questions with defini-
Include students in a discussion on what happens when the com-
puter is turned on, asking them how they think that they are able tions.
to see the displays on the screen and how they are able to do so
much with the computer.
Questions in which students will list the
Follow up discussion by lecturing on the OS, the boot sector and proper booting and shut down sequences.
BIOS.
Structured Question in which students will
Lecture on POST and the processes that happen during POST. briefly explanation of the booting process,
POST, and different boot modes.
Reinforce information from discussions and lectures by having
students turn on the computer and pause it at each boot phase us- Collect and grade students notes on what
ing the pause/break key and write down what happens at each happens when they press pause/break at
phase. each boot phase.
Explain the difference between ‘cold boot’ and ‘warm boot’
Lecture on the different boot modes and when each would be

used. Also, discuss the implications of booting the computer in
the different modes.
Have students start and restart the system several times using dif-
ferent boot modes.

Page 94
CONCEPT MAP
Numeric Entry
Hand Positioning
Practice
INTRODUCTION
This unit takes a closer look at the keyboard and touch-typing. Learning how to touch type
correctly is very important, as it will help students to interact with the computer efficiently.
This section is very practical oriented and will be focusing in developing touch-typing skills.
It will be important for the students to keep track of their improvement, and will constantly
need to calculate their typing speed.

Page 95
Keyboarding
Typing Speed Touch Typing
Positioning
Home Keys
Practice
GENERAL OBJECTIVES
1. Use correct strategies when touch-typing on the keyboard.

Page 96
KG-1 - Introduction to touch-typing

Identify the techniques 1. Hand positioning
needed for touch-typing. 2. Body Positioning
3. Memorize location of keys
4. Other points to remember:
Practice, practice and practice…..
Develop a smooth rhythm as you type.
Strike each of the keys with the same pressure
Touch type properly.
Calculate typing speed. Calculating typing speed

1. Count the number of words typed.
2. Record the time (in minutes) taken to type those words.
3. Divide the word count by the time taken. This gives your typing speed in
words per minute.
Developing typing skills. (LESSON 1)
Students should be able to: The left pinky is placed on the “A” key and the rest of the left hand on
Position the hand on the “SDF” keys. The right pinky is placed on the semicolon (;) key and
the home keys. the rest of the right hand on the “LKJ” keys. The right thumb is placed
on the space bar. This is called THE HOME POSITION.
Touch type home row Think of all the home-row keys as being extremely “hot”. You will want to hit them with
keys without looking at quick motion to get back to the “cool” home-row keys.
the keys.
Use the right pinky to Striking the Enter key is called a “hard return”. To return the cursor or print point to left
press Enter key. margin and move it down to the next line, strike the Enter key.

Page 97
Suggested Teaching/Learning Strategies Suggested Assessment Strate- Resources

gies
Have students draw and label the right posture Have students sit body erect, sitting Learning Keyboarding
back in chair and feet on floor for & Word Processing
needed for typing efficiently. balance. Place fingers curved and with Microsoft Word
Use a round robin strategy, have students practice the upright over home keys, wrists 2000
home keys. Or have them paste home key letters on low, but not touching frame of the
the respective fingers. keyboard.
Write out a set of guidelines/reminders that students
can view in the room at all times.
Students role-play examples and non-examples of the

acceptable way to touch type.
Have them, through brainstorming, identify the bene- Observe students use the calcula- Calculator
tor to calculate their typing speed
fits of doing it correctly. in performing calculations.
Activity: Using calculators

students can practice calcu-
Practice how to estimate number of words typed. lating typing speed scenarios.

gies
Provide the following instructions for students to prac- Observe students in a practical ex- Keyboarding & Infor-
ercise that involves home row mation Processing
tice the home keys and proper techniques. placement. Students will practice
1. Open a new document in Microsoft Word. placing fingers on the home keys,
2. Place your hands on the keyboard in the home posi- remove them and place them back
tion. without looking at the keys. This
3. Type the letters in the practice exercise. process is repeated several times.
4. When you reach the end of a line press the Enter key Issue a practical exercise that in-
with your right pinky. volves Home-key and Enter key
5. The semicolon (;) is normally followed by a space practice. Students can print exer-
6. DO NOT LOOK AT YOUR HANDS WHEN YOU cise.
TYPE. (In the beginning you can look at a diagram that
shows the keys layout,. Memorizing is important.)
7. Repeat activity several times.
8. After you are finished, EXIT Word without saving..

Page 98

Use the pointer finger on the Notice that the keys up from the home row keys are slightly to the left and the keys down
left hand to type the letters R are slightly to the right. R and T are two left hand upper keys.
and T.
Use the pointer finger on the The Y and U keys are two right hand upper keys.
right hand to type the letters
Y and U.


Use your left hand to Practicing left hand keys E and G.
type the letters E and G
Practicing right hand keys H and I
Use your right hand to

type the letters H and I.

Page 99

gies
Provide the following instructions for students to Observe students performance on Learning Keyboarding
practical exercise that involve us- & Word Processing
practice the “RTYU” keys and proper techniques. ing upper F (‘RT’) finger keys with Microsoft Word
Open a new document in Microsoft Word and upper J (‘YU’) finger keys 2000
Place your hand on the keyboard in the home po-
sition Students should submit print outs.
Type the letters in the practice exercises ffffrrfrffrffftftffttftftttjuujujjjujjujuujujjyyjyyjyj
When you reach the end of a line press the Enter jyjfuyfuyfrtfjujuyjyyfttfrrjyyfttfrrjyyjuyjuy
key with your right pinky

asksjuryyardjarsartsjudylarkrustdustjustfastdark
Do not look at you're hands when you type
Refer only to the picture of a keyboard below trudydarksallyyarddaffysaltrattarfurraystallfall
Repeat the practices until you can type the ex-
amples with out using the keyboard diagram
After you are finished, EXIT Word without sav- dartsfatssalts;usalltasklad;saltdusttrustlastfault
ing.
..

gies
Provide the following instructions for students to d id ye s le t r u g a g e r u t se t t e d
practice the “EGHI” keys and proper techniques.
a sk e lk ye t d a d sa d la d s hit
Open a new document in Microsoft Word
Place your hand on the keyboard in the home po-
sa k e r a il ja il d ir t sid e sa id
sition
Type the letters in the practice exercises ja ils k iss r a k e t h a t t u g ; d u ll
When you reach the end of a line press the Enter
key with your right pinky jilt ju st fa d s fife fla g fa ll fig s
Do not look at you're hands when you type
Refer only to the picture of a keyboard below a g e s ra il t e ll st a r k ills
Repeat the practices until you can type the ex-
amples with out using the keyboard diagram fig h t sig h t d e r id e ju st fa t h e r
After you are finished, EXIT Word without sav-
ing. fift h k e t t le je lly ju d g e a sk ;

Page 100

Use your left hand to Practice the left hand keys C, V, and B.
type the letters C, V,
and B.
Practice the right hand keys M, N, and O.

type the letters M, N, They are two Shift keys on the keyboard. Shift keys are used in combination with other
and O. keys. Shift key s used to capitalize letters. By simultaneously pressing the Shift key and a
letter, for eg. Shift + ‘a’. The letter ‘a’ will be typed in uppercase (capital).
Use the shift keys to The Shift key is also used to type symbols such as: ! @ # $ % ^ & *
etc.
type capital letters.


Use their left hand to type
the letters Q, Z, and X.

type the keys P , and ?.

Page 101

gies
Provide the following instructions for students to prac- Observe students practice using the Learning Keyboarding
left hand keys C, V, B and right & Word Processing
tice the “CVBMNOI” keys, capital letters and proper hand keys M, N, O. with Microsoft Word
techniques. 2000
The letters CVB MNO are added to the other letters Observe students type allowing the
computer to word-wrap each line Keyboarding & Infor-
already learnt. and use the shift key for uppercase mation Processing
letters and symbols.
Use the finger lines in the diagram to determine
which finger is used to type the new letters. Print outs should be submitted.
D c d c f v v f f b f b j m m j j n j n J m n j
Rather than pressing the Enter key at the end of
each line we are now going to allow the computer j n l o l o o n f v c d f c v f j m n l L o j n
to word-wrap each line. Just keep typing the lines V e r y t a s k d a r k v o l t N o n e v a s t
without hitting Enter. m a n y s a l t b e l t b o l t n o n e c o l d
Capital letters will be typed using the shift keys. If the V e r b a l B i m i n i B a h a m a s v a c u u m
letter is typed by the left hand the right pinky is used to N i n a m e m b e r a n n o u n c e m i s t
depress the shift key. If the capital letter is typed by the m o l d M e m b e r s l i n e n V e n i c e
right hand the left pinky is used B o b V e r m o n t S a n A n t o n i o
c o n v e r t M e l v i n

gies
Provide the following instructions for students to
practice the “QZX P ,. ? ” keys, capital letters and T her e ar e q u alit ies, w hich ar e
proper techniques.
r eq u ir ed t o be co me su ccessfu l.
The letters QZX P ,. ? are added to the other
letters already learnt. T he fo llo w ing w ill co me t o t he
Use the finger lines in the diagram to determine fr o nt ; B o b, Ze ld a , and B e t t y.
which finger is used to type the new letters.
Rather than pressing the Enter key at the end of W o u ld yo u p le ase ; ask yo u r
each line, we are now going to allow the
p a r ent s t o allo w yo u t o co me
computer to word-wrap each line. Just keep
typing the lines without hitting Enter.
visit me? T w e lve q u it e st u d ent s
Upper Case letters will be typed using the shift
keys. If the character is typed by the left hand the sat o n t he w a ll w ait ing fo r t he
t w ins.
right pinky is used to depress the shift key. If the
character is typed by the right hand the left pinky

Page 102

Use both pinkies to type
the colon, quotation
marks and the slash
keys.
touch type at minimum See practice lessons 1 and 2.

25 words per minute.
.
Developing numeric typing skills. (LESSON 1)

Use their left hand and
position the middle finger
on the home key “5”.
recall the keys to be
stroked by each finger.
enter numeric data using
correct techniques and
without looking on the
keys.
KG2 – Keyboarding

Students should be able to: Increasing typing speed will develop through continuous practice.
to touch type properly
with a minimum speed of
25 words per minute.

Page 103
Suggested Teaching/Learning Strategies Suggested As- Resources

sessment
Strategies
Provide the following instructions for students to practice the remain-
ing special punctuation keys, capital letters and proper techniques.
The colon (:), quotation marks (“) and the slash (/) keys are added to
the other letters already learnt.
Use the finger lines in the diagram to determine which finger is used to
type the new letters
Rather than pressing the Enter key at the end of each line we are
now going to allow the computer to word-wrap each line. Just keep
typing the lines without hitting Enter.
Upper Case letters will be typed using the shift keys. If the
character is typed by the left hand, the right pinky is used to
depress the shift key. If the character is typed by the right hand, the
left pinky is used.

Thumb - 0 Index – 7,4,1 Middle - /,8,5,2 Dictate numeric figures in calcu-
lations while students type—
Ring - *,9,6,3,. Pinky - -,+,Enter assess their numeric typing skills
based speed and accuracy.
Increasing numeric entry speed will develop
through continuous practice.
Also get students to perform
speed calculations on system cal-
culator (may also do dictation)

Have students use a typing tutor to develop Provide students with script containing various
proficiency in touch-typing. characters and numbers; and assess their typ-
Mavis Beacon ing speed as well as accuracy.

Page 104
CONCEPT MAP
Save/Print Create/Edit
Page Column
Orientation Margins Line Spacing
INTRODUCTION
Word Processing (Document Creation) is perhaps the most widely performed task by computer users at
home and most work places. The level at which a document is created and formatted (edited) depends
on its intended use; these range from basic text entry as that used for e-mail, medium editing and
formatting as for projects and reports, to advanced formatting used in desktop publishing and
publications.
In creating a document, students will find easy-to-follow instructions on everyday tasks such as editing,
formatting, saving, and printing. This unit attempts to give students the basic skills in basic document
creation and formatting; through practical exercise where the skills are tested. Teachers’ notes and
additional (varied) exercises and strongly encouraged

Page 105
Document Creation
Format Special Characters Clip Art
Paragraph Text
Alignment Boarders Font Size Appearance
GENERAL OBJECTIVES
1. Create a document and save it in a specific folder or on a floppy disk
2. Edit and format the document’s text and layout

Page 106
DC1 - Document Creation

Create a document Opening & exiting application, adjusting view modes and typing text
Save & print a document Save document on hard drive and on floppy diskette –
Prepare document for printing
Format text Change font style, size, use of italics, bold and underline and justify text
Insert special characters Ñ, ñ, á, é, í, ó, ú and other special symbols and characters

(Spanish)
Use clipart images to en- Clip Art

hance text
DC2 - Document Creation

Format page layout Margins, line spacing, justification
Use tabs/indentation Four tab types, dot leaders, normal and hanging indentation
effectively
Use columns appropri- Newspapers type multiple columns at different points in a document.
ately
Import graphics to en- Clip Art & others

hance text

Page 107

Resource
Have students create a document using a blank Ask students to create, documents
document template. edit and print a document included under
they create on their own Topics
Students to close and open documents, get (use text out of magazine, Resources\Docum
printer ready, print preview before sending print newspaper, textbook, ent Creation
job. Introduce use of spell checker and proof etc.). The final printed
reading. document should be
properly formatted (text
Have students retrieve an existing document and general layout).
and change the appearance of text at various
points in the document. Give students a revision
exercise where they are
Have students use hot keys and/or menu options expected to practice all
to insert accented vowels, tildes and other sym- skills acquired throughout
bols or characters. the unit. The exercise
should expect them to
Have student import clip art graphics into a edit and format text, spell
document and do resizing and moving of the check, search & replace,
graphic print.

Resource
Students may open documents they’ve created pre- documents
viously or provided by the teacher and perform Refer to resources for included under
these formatting changes on the whole document or lesson exercises and Topics
by sections (paragraphs). revision exercise Resources\Docum
testing all skills in the ent Creation
Show students how each type of tab is set and how unit – adequate for
it works – illustrate also the assignment and use of assessing student’s
dot leaders as well as indentation (using Tab key mastery of every skill
ruler guides – left and right). (year 1 and 2).
Have students mix single and multiple columns

throughout a document – let them adjust column
widths, distance between and column breaks.
Importation of graphic images from clipart and

other sources – control image appearance in docu-
ment in terms of brightness, alignment and text
wrapping.

Page 108
CONCEPT MAP
Tables
Structure
Delete Modify
INTRODUCTION
Every institution or organization keeps track of vital information about its employees, customers,
stakeholders, services, goods and resources in general. This information must be stored, categorized
and managed efficiently in order to make the data meaningful and useful – this implies the use of a
database management system. Many software packages can provide this service, and although slightly
different in many features/commands, they all possess pretty much the same structure and hence require
common skills. Regardless of whichever software package one learns, mastery of the “skills” rather
than the “steps” is vital as these can easily be applied in another software program of similar nature/
purpose.
Databases are taking over the information age, they are the central poles around which business and
organizations operate and are now an integral component for online business transactions over the
Internet. Their use is both indispensable and inevitable hence learning to work with them is vital in this
technological and information era.

Page 109
Database
Queries Reports
Filters Print
Records
Simple Criteria
Entry Edit
GENERAL OBJECTIVES
1. Define and edit a database structure

2. Manage, filter and print records in database tables

Page 110
DM2 - Database Management

Understand and appre- Study the structure/organization of database and look at database con-
ciate how databases are cepts.
structured
Create a database table Design and enter a table definition/structure and enter records into the ta-
ble
Edit and print records Save, change and delete records from a database table; print tables and
definition/structure to a local or network printer
Modify table structure/ Change field names and properties and add new fields to a table structure/
definition definition
Filter records Use simple filter with single criteria to list selected records and selected
fields (by hiding)

Page 111

Lesson exercises
Discuss the concepts of table, structure, field, record, · and revision ex-
and database; look at the most common data types of ·· As group work students can ercise included
fields (text, numeric, currency, date, yes/no) and conduct a survey of students under Topics Re-
common field properties/format. in their class or school and sources\Database
gather pieces of data that can Management\
Walk students through the design process of a data- be categorized to form re-
base structure and its data entry requirements. Let cords for a database table.
them work on a second database table on their own They would then be responsi-
(group work recommended – 2). ble for designing the table
structure/definition, entering
Students open one of the tables created previously and editing the records, and
and have them add additional records, change the producing printouts of the
text in some and delete others. Let them print pre- table definition and records.
view and adjust print settings before sending table or
structure to the printer. · Short answer questions and
fill-in-the-blanks quiz on da-
Use a saved database to alter its structure (change tabase concepts and terms.
field names, properties and add or insert new fields).
After adding new fields students can view/edit- · Assess students on all skills
selected fields for data entry (by hiding the rest). covered in the unit by having
them work on the revision
Open an existing database and guide/show students exercise provided in the re-
through the steps to list selected records by using source section (provide help
simple criteria for all data type fields (text, numeric, with any instruction that may
currency, date, yes/no). Let students open another be out of range, not properly
database and respond to questions on listing selected addressed or unclear).
fields and records – some printing may be required.

Page 112
CONCEPT MAP
Save / Print Create / Edit Format
Shed Cells Special Alignment Text
Orientation Margins Line Spacing
Alignment Borders
Font Size Appearance
INTRODUCTION
The spreadsheet is a mathematical tool which allows the user to perform calculations in a tabular
format. The advantage is that changes made are usually reflected immediately, and therefore it is used
quite frequently to perform “what-if “ calculations. The spreadsheet is also the basis for creating graphs
and charts which also can be quite dynamic in nature.
Overall, the spreadsheet figures quite importantly in the production of presentations, analyses, and
reports

Page 113
Spreadsheet Design
Formulas Graph Creation
Simple Formulae Simple Functions Absolute

Refrencing Conditional and
look-up Functions
GENERAL OBJECTIVES
1. Create a spreadsheet and save it in a specific folder or on a floppy disk
2. Edit and format the spreadsheet’s text and layout
3. Define formulae, which can employ absolute referencing, lookup, and be able to
use the basic functions which are provided with the package.
4. Create appropriate and presentable graphics in a format which is understandable

to the general public

Page 114
SS1 - Spreadsheet
Design a simple spreadsheet Students learn spreadsheet terminology and basic navigation: row, column, cell address,
numeric, date, and label values. Quick keys to home, home row, home column, end of row,
end of column.
Save and print a spreadsheet Students learn to save and retrieve the workbook, and print specific worksheets.
Students learn to adjust row and column sizes, both to specific sizes and using auto fit fea-
Change row & column size tures.
Students learn to adjust the alignment of cells, and modify the appearance of cell contents.
Format cell attributes Students learn to indicate ranges using the mouse, and manually, and note the resulting writ-
ten format.
Work with ranges Students learn to write formulae using basic operators and cell references, and the copy and
paste formulae.
Use simple formulae
SS2 - Spreadsheet

Format cell attributes Reintroduce formatting of the cell, including the borders, and foreground and back-
ground.
Apply common functions Students learn how to use help to locate useful functions. They also learn the common
functions:
Sum(), Average(), and Count().
Use/design complex formulae
Students learn how to change the referencing from relative to absolute for both the col-
umn and row.
Sort and filter records in ranges Students learn how to sort the data on a page, and work with simple filtering.
Generate proper charts Students learn how to create simple charts, bar, column, and pie. They learn how to
label the charts and export the charts into other applications (static integration)
Adjust print settings & ranges Students learn how to adjust the area printed on a sheet, change the zoom factor of a
print, and display or hide the rows and columns.
Use conditional statements and
advanced functions Students learn how to apply If(), Countif(), and Sumif() functions.

Page 115
Suggested Teaching/Learning Strategies Suggested Assessment

Strategies
Get the students to open a new sheet and play a game of “Simon Says...” for example... Refer to spreadsheets
“Simon Says go to cell F5 and enter your first name.” section on resource
disk (CD) for assess-
“Go to cell A3 and enter your age.” ment exercises on
“Simon Says go to cell L4 and enter your last name.”
these objectives.
and so on.
Get the students to save the file as Simon and mail you the file. Use the home, navigation and cell
locations with simple entries... you are checking to see if they can follow instructions, and you can
also have simple formulae, like sum().
Give the students a worksheet, with calculations and text entries, get them to reformat the sheet so
all data shows upon printing. Get them to view the page as it would be printed, modify the col-
umns, enable/disable the grid.
Give the students a worksheet, with calculations and text entries, get them to reformat the sheet,
like center Column B, right align Column D, bold line 2, underline the Grand Total etc.
Using a worksheet, get the students to use the sum() function to sum column ranges, and row
ranges, and block ranges.
Teach the students the basic arithmetic operators, {+,-,*,/} and get them to perform calculations.
Stress operator precedence, get them to calculate formulae with and without brackets, and note
which formulae are correct for the application.
Suggested Teaching/Learning Strategies

Review formatting and introduce background and foreground colors, reintroduce the grid concept, and then define special
borders for cells.
Review Sum(), and introduce Average() and Count()... examine Average(block) vs. Sum(block)/Count(block) note dis-
crepancies, and apply rules.
Examine help and get the students to find various useful functions, read the descriptions and apply them in certain circum-
stances.
Emphasize, that the help for spreadsheet is very essential since it is impossible for all functions to be able to covered in the
course. {50 odd financial functions, 60 odd mathematical functions, 20 odd lookup functions, and then all the system func-
tions} resulting in over 150 functions at the very least, covering each in the class would require more time than the class
can possibly have, the student must learn to look up and read definitions and then experiment and make the function work.
Using the classic currency calculations set up a spreadsheet to change currency values from Belize$ to Mexican Pesos,
Guatemalan Quetzal, Jamaican$, American$. All references to currency exchange should be done using absolute referenc-
ing.
Using a datasheet, {for example: Monarchs of England(history), The Elements (chemistry), The Planets (science)} the
students should learn how to sort and filter data.
Using a prepared worksheet walk the students through the graphing procedures... selection of data, selection of graph type,
labeling of graph. Then redo it with another graph type, perhaps two more. Discuss appropriate presentation. When an ap-
propriate presentation for the data has been found; then export the graph in a transportable format {gif, pcx, wmf} for use
in documents.
Train the students to view the data before printing it. If the data is spread across two pages because of a column, or a few
rows, show them how to adjust the zoom factor of the printout. If there are nonessential columns or rows, hide them, and
show them how to redisplay them.
Train the students to use conditional counts, and calculations, which allow more dynamic interpretations of the data.

Page 116
CONCEPT MAP
Operating System
Utilities Windows Interface
File Management Disk Management
Folders Save Delete Move Copy
Backup Format
Rescue
INTRODUCTION
Just as the processor is the nucleus of the computer system, the operating system is the nucleus of all
software activity . The operating system monitors and controls all input/output and processing activities
within a computer system. You might even call the operating system “the director.” Like the film
director, the operating system controls the set from “action” to “cut, print.” The operating system is ac-
tually a family of system software programs that are usually, although not always, supplied by the
computer system vendor when you buy a computer. One of the operating system programs, often called
the kernel, loads other operating system and applications programs to RAM as they are needed. The
kernel is loaded to RAM on system start up and remains resident, available in RAM, until the system is
turned off.
All hardware and software, from the keyboard to word processing software, are under the control of the
operating system. The operating system determines how valuable RAM is apportioned to programs, sets
priorities for handling tasks, and manages the flow of information to and from the processor. To be an
effective PC or workstation user, you will need a working knowledge of your system’s operating
system.

Page 117
Families
Microsoft UNIX MAC
GENERAL OBJECTIVES
1. identify the different types of operating systems, their purpose and function
2. use commonly needed utilities of a Windows operating system for disk and file
management and its user interface

Page 118
OS1 – Operating Systems (Windows Interface)
Students should be able to After you start Windows, the first thing you see is the desktop. Think of
Identify the Desktop and the desktop as your personalized workspace. Several icons, or small
Icons of the windows pictures, are located on your desktop. Each icon represents an object, such
operating systems. as a folder or a program. Depending on how your computer is set up, your
icons may be different from those in the illustration
Use the Taskbar and Start You can use the taskbar and Start button to navigate through Windows.
Using the Start button, you can accomplish almost any task. You can start
programs, open documents, customize your system, get help, search for
To Maximize, Minimize, items on your computer, and more. Some commands on the Start menu
Restore, and Close have a right-facing arrow, which means additional choices are available
Windows on a secondary menu
OS1 - Disk and File Management
Using window operating sys- To format a disk

tem Students should be able
to: 1. If you are formatting a floppy disk, insert the disk into its drive. Otherwise,
format a disk skip to step 2.
2. On the desktop, double-click My Computer, and then click the disk you
want to format.
3. On the File menu, click Format.
4. Select or specify any options that you want, and then click Start.
Important
· Formatting a disk removes all information from the disk.
Backup a disk To make a copy of a floppy disk
1. On the desktop, double-click My Computer, and then click the floppy disk
you want to copy.
2. On the File menu, click Copy Disk.
3. If more than one disk is listed in the Copy from box or the Copy to box,
click the drive you want to copy from and the drive you want to copy to, and
then click Start.

Page 119

Strategies
Have students explore the windows user interface. Draw the icons and list their
purpose. Have them explain the required procedures (using the correct Assess students
terminology) to do something needing the features of the window knowledge on
Activity: Use the job sheets (see resource) attached for students to reinforce using windows basics with
the windows features. simple tasks on
manipulating
windows on the
desktop - walk
around to view
screens.
Using window operating Rename a file

system students should be
able to:
Rename files 1. Click Open.
2. If you want to rename a file that was saved in a different folder, locate
and open the folder.
3. Right-click the file you want to rename, and then click Rename on
the shortcut menu.
4. Type the new name, and then press ENTER.
To save a file
save a file
1. On the File menu of the program you are working in, click Save.
2. If you haven’t saved your file before, type a name for the file in the
File name box.
The Paste command is not available if a file is selected in the folder list.

Page 120
Using window operating Copy a file

system students should 1. Click Open.
be able to
Copy a file
2. If you want to copy a file that was saved in a different folder, locate and
open the folder.
3. Right-click the file you want to copy, and then click Copy on the shortcut
menu.
4. If you want to copy the file to a different folder, locate and open the
folder.
5. Right-click in the folder list (make sure a file is not selected), and then
click Paste on the shortcut menu.

Page 121
Using window operating Move a file

system students should be 1. Click Open.
able to
move a file
2. If you want to move a file that was saved in a different folder, locate and
open the folder.
3. Right-click the file you want to move, and then click Cut on the shortcut
menu.
4. If you want to move the file to a different folder, locate and open the folder.
5. Right-click in the folder list (make sure a file is not selected), and then click
Paste on the shortcut menu.
The Paste command is not available if a file is selected in the folder list.
Create a folder To create a folder
1. On the desktop, double-click My Computer.
2. Click the drive or folder in which you want to create a new folder.
3. On the File menu, point to New, and then click Folder.

4. Type a name for the new folder, and then press ENTER.

Page 122
OS2 – Operating Systems (Types and Platforms)
Students should be able to An operating system (OS) is essentially the master controller for all of the
Identify the different activities that take place within a computer.
types of operating When you start your computer, you are actually telling it to locate its master
systems. program on your hard drive, read the numbers stored there and place them
into its RAM (Random Access Memory) storage space. In so doing, it is
Explain the purpose of the now ready for you to tell it to run other programs.
OS The operating system is a BIG deal for two main reasons:
• It creates the environment in which you interact with your computer.
Outline some of the main (Determines how all your software will connect to your hardware.)
functions of the OS. • It creates the environment in which your programs work. (Determines
how your programs display text and graphics.)
recognize the family and There are several different operating systems that have been created for
version of the operating different purposes. Unix, MAC, Windows/DOS.
system installed in a The standard OS for Belize is Microsoft Windows. Microsoft Windows is
computer. the most popular operating system for today’s microcomputers because it
supports a vast array of application software and peripheral devices
(attachments). If you purchase a new PC, it is a virtual certainty that the
latest version of Windows has been preinstalled on its hard disk.

Using window operating To copy or move a file or folder

system Students should be
able to: 1. On the desktop, double-click My Computer.
Copy files from different
2. Click the file or folder you want to copy or move.
storage devices
3. Do one of the following:
o To copy the item, click the Edit menu, and then click Copy.
o To move the item, click the Edit menu, and then click Cut.
4. Open the folder or disk where you want to copy or move the item.
Delete files 5. On the Edit menu, click Paste.

Delete a file
1. Click Open.
2. If you want to delete a file that was saved in a different folder, locate and
open the folder.
Right-click the file you want to delete, and then click Delete on the shortcut
menu
Page 123

Strategies
Use the diagram below to focus students on the main functions of the operating
systems. Students can work
with a partner to
explore the various
features of the
current operating
system and report
these to the class.
Research
assignment on
other operating
systems—assign
one OS per group to
report on.
Right click on “My Computer” , select properties and on the “General Tab”, the
system information is displayed.
Or use hotkeys “Windows key+Break key”

Using window operating To retrieve deleted files or shortcuts
system Students should be
able to: 1. On the desktop, double-click the Recycle Bin.
Restore files
2. Click the file or shortcut you want to retrieve.
3. On the File menu, click Restore
Correct errors using scan- To check files and folders for errors
disk
1. Start Scan Disk.
2. Click the drive that contains the files and folders you want to check.
3. Under Type of test, click Standard.
4. Click Start.

Page 124
Using window operating Using Disk Defragmenter to improve computer performance

system students should You can use Disk Defragmenter to rearrange files and unused space on
be able to your hard disk so that programs run faster. You can also start Disk
Optimize a disk Defragmenter by clicking Start, pointing to Programs, pointing to
Accessories, pointing to System Tools, and then clicking Disk
Defragmenter

Page 125
Using window operating Using compressed folders to organize or archive files

system students should be Compressed folders make it easy to organize or archive projects, folders,
able to and files. Just drag a file onto a compressed folder to compress it, and
Compressed files drag the file out of the compressed folder to extract it. You can also
extract all of the files or folders in a compressed folder by using the
Extract wizard. For more information, click Related Topics below.
You can run some programs directly from compressed folders, without
decompressing them. However, programs that are dependent on other
files must be extracted to be run. You can also open files directly from
compressed folders.
Compressed folders can be moved to any drive or folder on your
computer (you can identify them by the zipper on the folder icon), and
they are compatible with other zip programs. You can share compressed
folders with other users, even if they use other zip compression programs.
In addition, you can secure your files and folders by encryption (use of a
password). You’ll feel safer when posting files on shared network folders,
attaching them to e-mail messages, or moving files between work and
home on floppy disks. Only you and people who have the password can
open the files

Page 126
CONCEPT MAP
Monitor
Keyboard / Mouse
INTRODUCTION
The term hardware refers to the physical parts of the computer. Loose or improperly connected cables
comprise the most likely source of a power failure or a peripheral not functioning. Most
troubleshooting procedures begin with a check of the cables and other connections.
HW1 - Hardware

Students should be able to Computer’s power cable, monitor’s power cable and video connector, all
Perform various checks other peripheral cables (keyboard, mouse, UPS)
in the event a computer
fails to start or a pe-
ripheral does not work

Page 127
Hardware
System Unit
UPS
GENERAL OBJECTIVES

Review procedures involved in making sure connections are properly made to:
1. the computer
2. the monitor
3. other peripherals (keyboard, mouse, UPS)
Suggested Teaching/Learning Strategies Suggested Assessment Strategies

Review procedures involved in making
sure that connections are properly made to Have students disconnect one peripheral device at a time,
the computer, monitor and other peripher- turn the machine ON, and report the problem encoun-
als (keyboard, mouse, UPS) tered or error message received.
Disconnect different devices from computers at random

and have students identify the problem and rectify it.

Page 128
CONCEPT MAP
Communication
Email
Accounts Messages
Create Manage
Read Compose Attachments
Folders User Options
INTRODUCTION
Digital communication of information is becoming increasingly widely used and accepted as the
standard medium for sharing processed data. This information can be in the form of text, audio and
video, with text messaging being the most popular and incurring the least cost. Many factors influence
the communication process, whether positively or otherwise. Some factors of concern to individuals
include the security of the data transmitted over media that could be intercepted by others, the violation
of privacy with vast amounts of uncensored information, and the threat of virus attacks to computer
systems and data through communication lines/media. As a result, companies dedicate their time and
effort to the protection and security of information that travels through communication media.

Page 129
Virus Protection
Anti-Virus
Firewalls
GENERAL OBJECTIVES
1. Send, receive and manage text messages efficiently through networks
2. Appreciate the importance and methods for securing transmitted data

Page 130
CM1 - Communication

Create an e-mail account Set up an account with any ISP; providing proper information and selecting ade-
quate user names and passwords
Send and receive text mes- Communicate through text messages (e-mails) with other classmates and teacher.
sages (e-mail)
CM2 - Communication

Manage e-mail accounts Setup folders, filters (Spam blocking) and user options to optimize the account
Use attachments in e-mails Attach and edit one or multiple attachments in e-mails
Identify measures to protect

data against viruses
Closer look at the use of firewalls and antiviral software, with regular updates, to
safeguard against viruses

Page 131

Strategies
Have students setup at least two · Send short assignments and parts of theory tests to Some free e-mail pro-
accounts, one being primary and students via e-mail on a regular basis; students can viders:
the other(s) secondary. Encour- respond to these from home or school during a given www.hotmail.com
age students to use usernames time frame. The task can be group work, as in the www.lycos.com
and passwords that relate to case of projects or reports, in which case only a single www.yahoo.com
them, something they can easily e-mail per group necessary with all names included. www.belizehome.com
remember and a mixture of let-
ters and numbers to avoid easy · Practical-based assessment on the proper steps and www.excite.com
cracking. procedures to setting up an e-mail account. Students www.altavista.com
will have been guided (drilled) through these steps to www.starmedia.com
Students should practice sending setup a functional account. Assessment to be carried
each other text messages in class out while the student sets up his/her second account;
and use this tool to communicate could be same or different e-mail provider (based on
assignments among them and teacher’s discretion and ability of students).
submit these assignments to the
teacher online. · Prepare 8 to 10 sentence type questions on the use of
e-mail and e-mail accounts; send these via e-mail to
students and ask them to respond (in groups, some
questions may require some form of research). Assess
students not only on the nature of the responses but
also on the proper use of replay and forward features,
text spacing & formatting (answers under questions).

Strategies
Guide students through setting · Students to prepare a pamphlet or flyer giving step-by-
up of folders for the subjects step detailed instructions (with diagrams if possible)
they take, add signature to out- on how to set up and manage e-mail accounts at a
going mail, and block unwanted specified e-mail provider (group work may be de-
mail (Spam blocking). sired). Have other groups verify or test-run these in-
structions and base the assessment on the correctness
Assignments and other research and simplicity of the instructions as well as the layout
papers should now be shared by and presentation of the document produced – POSSI-
students and send to the teacher BLE PORTFOLIO ENTRY.
as attachments.
· 8 to 10 paragraph type questions on the use of e-mail,
Have students conduct a short maintenance of e-mail accounts and virus protection;
research (assignment) on fire- send these questions in a formatted document as at-
walls and antiviral software. tachment; most questions should require some degree
Have them perform or view how of research (group work). Students to submit re-
the virus definitions for this soft- sponses well formatted in a separate document as at-
ware are updated regularly. tachment as well. Nature of responses and proper for-
matting or layout of document to be assessed.
Page 132
CONCEPT MAP
Networking
Applications Span
LAN WAN MAN
INTRODUCTION
Computer networks are now being used almost everywhere computer systems are in place; they have
become easily accessible and have gone from organizational use to home use. Networks are now a
necessity; computer systems and the software to run on them are now being designed to function in a
network environment. The information age is widely dependent on networks for the digital distribution
(sharing) of data, hence making these networks the central component and backbone for this emerging
information era. Many factors and components influence the way a network operates and how data is
transmitted through it; network topologies, communication media, communication processors and
servers are some of the components/factors to be covered in this section.

Page 133
Components
Processor Media Servers Clients
Topologies
Bus Star Ring
GENERAL OBJECTIVES
1. Have an understanding of how networks operate and the applications used
2. Identify network topologies and outline their differences
3. Identify the use and need for communication/network processors

Page 134
NT1 - Networking
Students should be able to: Definition of a network and differences between LAN’s and WAN’s
Define a network
Differentiate between Diagrams and properties (information flow and integrity) of Bus, Ring and
network topologies Star topologies
Name and briefly de- Pictures/diagrams and basic applications of twisted pair cables, coaxial ca-
scribe communication bles, fiber optic cables, microwave (radio wave, infra red) systems and sat-
media ellite systems
NT2 - Networking

Outline features of vari- Features (transmission speeds and capacities, cost, reliability, distance) of
ous communication me- the communication media covered in year 1
dia
Outline the functions of Functions and areas of application (use in networks) of file servers, print
network servers and cli- servers, application severs, message servers; and the functions of clients
ents
Discuss and illustrate or use common network applications such as chat,

Describe common net- messaging, games, file/print sharing
work applications used

Page 135

Strategies
Differentiate between LAN · Multiple choice and matching questions relating Documents included
and WAN in terms of the area network topologies and network media to their under Topics Re-
covered, the type of equip- properties, reliability and proper use. Include in sources\Networking\
ment used and the cost. the questions basic layout, data flow and degrad-
ing effect for network topologies; and for net-
Use diagrams (visual aids) to work media appearance (makeup), applications
discuss how data flows and and areas of use – POSSIBLE PORTFOLIO
how degrading can occur in ENTRY.
the three network topologies.
· As group work students to visit local establish-
Identify communication me- ments and document the type of network they
dia with proper name and dia- use: network topology, network media, com-
gram/picture and indicate ar- puters, and other equipment and indicate how
eas where their use is desired data and communication is shared (data flow).
and appropriate. Two to three page reports to be prepared for as-
sessment (use of diagrams and/or pictures en-
couraged).

Have students conduct research on the · Divide class into six groups and have Documents included
different communication media and out- 2 research on communication media,
line their features and properties in a ta- 2 on communication processors under Topics
ble format – picture included. Make (particularly servers) and the other 2
table with best information available on network applications. Have them Resources\Networking
electronically for all students in class. present their findings in a well for-
matted printed document backed by
Discuss the roles and functions of these a group presentation to the class.
servers particularly in LAN’s. Make ref-
erence to any being used in your network · Short answers question paper on the
at school with specifics on the types of group research work done and pre-
resources these share and how the shar- sented to the class; twelve questions
ing is carried out. from which students answer ten.
Groups can prepare questions and
Let students find out and if possible use the twelve administered may then be
the network applications available at randomly selected from the wide
your school. Follow this task with a dis- sample obtained after compiling the
cussion on other network applications group’s contributions.
and where possible demonstrate or ex-
plain how they work and how/why they
are used.

Page 136
Presentation Design
CONCEPT MAP
Save Create / Edit Format
Create master slide

Template Text Transitions
Background
Font Special Text Effect
Common Elements
Size Sound Effects
Appearance
INTRODUCTION
The presentation software allows the user to create presentations in a slide format, organize the order,
import graphics, and keep track of notes to help with the actual presentation.
PS2 - Presentation Software

Select views and layouts for Acclimatize the student to the environment of presentation design. Introduce
slides the Slide/Sorter/Outline/Notes/Slideshow Views.
Create or edit a master tem- Edit existing or create new master template with proper layout, background
plate and any other common elements
Add items to slides Objects such as drawings, text boxes, word art, clip art, charts, tables ...
Add transition and anima- Built in transition effects for one, multiple or all slides; use of varied but
tion effects proper animation effects for different items on the slides.

Page 137
Graphics Presentation
Importing Clipart Voice
Using Cut and Paste Preparation
GENERAL OBJECTIVES
1. Create a presentation and save it in a specific folder or on a floppy disk
2. Edit and format the presentation’s text and layout
3. Create the master slide, which allows for a standardized format of the slides.
4. Order and create interesting transitions between slides
5. Present the presentation in front of the class or an audience in an acceptable manner

Strategies
Using a standard presentation (one given to the students so they can play with I)} Give students a presenta-
accustom them to moving between the views and rearranging the slides. tion with missing ele-
ments and have them
Dissect the standard presentation, note the similarities between the slides, and in- complete it according to
dicate how the standard setup can be modified. Illustrate how to insert basic ob- instructions provided.
jects - include importing of such.
Divide class into groups
Dissecting the standard presentation, note how the transitions and animations are and have each prepare a
set. Emphasize the monotony of some types of violent transitions, have examples short presentation on a
of more “pleasing” transitions and animations. research topic of their
choice.

Page 138
CONCEPT MAP
Static Integration
Paste
Linking Embedding
INTRODUCTION
Static Integration is a term used to describe the process of utilizing the clipboard to move or copy data
from one place to another. Commonly referred to as “Copy and Paste”, static integration is a very usefu
tool in creating documents, file management, and in editing data
SI2 - Static Integration
Students should be able to Static - Not dynamic, content does not change until it is edited by the user.
Understand the concepts Integration – The incorporation of information in different areas.
and terminology Clipboard – A designated area of volatile memory that is used for the
associated with static temporary storage of information.
integration. Volatile memory – Memory that is remains active while the system is
powered up, but is erased when the system is shut down.
Copy/cut material to the Placing different types of data on the clipboard using both “cut” and
clipboard as well as link/ “copy”.
embed the material in a
document within the
same application and in Using the clipboard viewer. This can be found under
other applications. c:WINDOWS\System32\clipbrd.exe for Win2000/XP. Contents of the
clipboard can be copied into other applications.

Page 139
Copy Cut
GENERAL OBJECTIVES

ul
1. Understand the concept of the clipboard.
2. Copy/cut material, view the clipboard, and utilize the data effectively

Strategies
Theory test on
Students role play a skit to highlight how data is duplicated and pasted within terminologies and
procedures
memory, as well as the effects after powering off the system.
Completed document
created using clipboard
Observation of students
utilizing clipboard
Have students create a document by pasting content from another document.
Group presentation to
Have students copy content from this document to a document in a different Demonstrate the features
application. and procedures of using
clipboard in different
applications using visual
Use the “Paste Special” option to paste embedded objects as well as linked aids.
objects.

Page 140
CONCEPT MAP
Medicine
MRI & CAT

Patient Records ATM & EFT
& Medical Expert Systems
Patient Monitoring
INTRODUCTION
Information technology implies telecommunications involving a combination of computers, networks,

satellites, telephones, radio, television and the like. Information technology resources involve not only
hardware (equipment) but also software (programs), people, education, government and association/
collaboration resources. Application of IT involves many disciplines related to computers in handling,
processing, management, automation and communication of information in the broader cultural and
economic context of a society.
Information technology implies telecommunications involving a combination of computers, networks,
satellites, telephones, radio, television and the like. Information technology resources involve not only
hardware (equipment) but also software (programs), people, education, government and association/
collaboration resources. Application of IT involves many disciplines related to computers in handling,
processing, management, automation and communication of information in the broader cultural and
economic context of a society.

Page 141
Computers
in
Various Fields
Engineering
Banking and Manufacturing
T Check processing Smart Cards & Credit

Cards CAD & CAM
GENERAL OBJECTIVES
1. Identify fields in which computers play a major role

2. Discuss several ways that computers can be used in various fields
3. Become familiar with the nature, properties and how computers are used in
various fields

Page 142
*Give examples of various Banking industry, education, law enforcement, home, the arts, entertainment, busi-
fields that computers can be ness, medicine, science, etc.
used in
*Discuss several ways that -Banking Industry check processing, ATM, GFT)
computers can be used in -Medicine (computerized patients records, MRI, CAT)
various fields -Engineering and manufacturing ( CAD, CAM, CAE)
D* Describe how computers In Business, for example, Desktop publishing can be used to create letter heads, let-
are used for a specific task in ters, brochures, price lists, newsletters and manuals.
various fields
*Outline ways that computers Education – Computer- assisted learning

can be used in various fields Home – Shopping and banking on-line
Entertainment – Create special effects and animation in movies.
* Describe and gives spe-

cific examples of how com- Weather forecasting: Satellites allow meteorologist to observe clouds across the
puters are used in various entire globe.
fields
*Summarize some of the

major uses of computers in
various fields

Page 143

gies
Have students make a list of their daily - Information Tech-
activities in two column, one which Divide class into groups and have them go to the nology for C.X.C.
contains those that are influenced by IT library and identify five examples of com- Longman (Roland
and those that are not. Compare them puters usage in a specific field that was not Birbal & Joseph
(which is longer?) discussed in class to share with the class. Blair)
Teacher can elaborate on the impor- - Computer Concepts

tance of computers on our daily lives Assign students (in groups) the task of research- and Applications
and them introduce the topic of applica- ing on a specific field, do a report and pre- (Donald H. Sanders)
tions and implications of information sent it to the class.
technology. - Information Tech-
nology The Breaking
Teacher can then have students volun- Prepare a (feedback/review) matching questions, Wave (Dennis P.
teer and identify fields in which com- fill-in-the-blanks, puzzles, game, etc. – that Curtin, Him Foley,
puters are used, write the fields on will test and reinforce their understanding of Kunal Sen & cath-
board and then have other volunteers the material presented. leen Morin)
share their knowledge of how com-
puters are used in each field.

Strategies
Based on previous knowledge have a
class discussion / revision of com- As group work students may prepare a
puters in various fields. poster containing a specific field
(chosen by teacher or students) and do a
5mins presentation on how computers
are used in (various fields) their specific
field.
Short answers, fill-in-the-blank and match-

ing question paper on the concepts,
definitions, computer usage in various
fields.

Page 144
THE INT
CONCEPT MAP
History of The Internet FTP-File Transfer Proto

Internet Connection
FTP Sites
Equipment Browsers Search Engines
Uploading
Web Sites & Web Pages
INTRODUCTION
The Net is abbreviation for the Internet is everywhere . From the early beginnings as a military com-
munications tool, the Internet is has developed rapidly and every second as we speaks there are new
developments. This gigantic library of information and communication tool is one of the most popu-
lar and entertaining reason for using the computer. Most of the Information is free. Today millions
of people worldwide use the Internet to communicate, recreate and conduct business , and not to for-
get research, which makes it a very essential tool today in your school life.

Page 145
TERNET
ocol Services on the Internet
Chatting Electronic Mail

Newsgroups
Email Account
Chatiquette
Downloading
Netiquette
GENERAL OBJECTIVES

1. Underline the brief history of the Internet.
2. Cite the main usage of the Internet.
3. Understand and relate to the procedures of browsing and searching the Net.
4. List different search engines on the Net.
5. Create and use an e-mail account. (Log- in and sign out procedures)
6. Locate newsgroups and participate in chatting services on the Internet.
7. Distinguish the different types of file format to send and save files.
8. Conduct specific searches on the Internet
9. Develop an Internet folder using the many services on the Internet.

Page 146

History of the Internet (Year- Purpose of existence)
Tell or give a timeline on
the brief history of the Developments (What it is? Who owns it? )
Internet.
Explain the process of

having Internet access.
Devices necessary for communicating and ISP Internet Service Provider or Access
Outline features/ Provider
characteristics
of the Internet
Services available on the Internet.
Identify types of browsers.
Conduct mini searches on the Netscape Navigator, Internet Explorer etc.

Internet.
Search Engines
Underline basic concepts to
understand what is E-mail.

Recall what is the Internet (History of the Net, Terms related to the Internet e.g. hyperlink, hypertext, web
and List its usage. pages etc.)
Define Electronic mail and E-Mail vs. Snail mail

state it usage and the Terms related to e-mail
advantages of e-mail Search Engines where one can create an e-mail account.
E-Mail Account
Conduct specific searches Send Greeting Cards
using the Internet.
Specific subject topic searches
Design an address book of
search engines and a
variety of Internet Collection of favorite sites other sites that are important in their school life.
Addresses.
Participate in chat rooms or

news groups indicated by
the teacher.

Page 147

gies
Lecture and brief note taking will help · Fill-in the blanks and matching questions on the The Internet
at first for the introduction of this topic. Intro. To the Internet.
Address book or
Lab activity : · Draw a diagram to indicate the devices needed directory on the
#1 Teach student the basic parts of the for communicating via the Internet. Internet.
window using a navigating program or
a browser. . Conduct a mini research based on finding out a
list of services available on the Internet.
Have students use several lab sessions (perhaps about 25)
to get acquainted with their browser
e.g. Internet Explorer and practice navi-
gating.
. Navigating ( Search or find Game)
Send students to find specific search
engines. (Game)
. Create an address book note this is in the
Provide new skills to create an email form of a booklet (A-Z)) using as many
account. (Login and log out) useful and educational websites and then students
Demonstrate to students how to send will add them on their favorite list.
and receive an e-mail.

Strategies
· As group work students may prepare a descriptive The Internet
Oral Discussions for recalling writing about the history of the Internet. Sites:
information. -Bluemountain
. Quiz with completion, short answers greetingcards.com
and true and false and a few
- msn news or
structured questions.
excite.com and
Instructions, monitoring and guidance · Test on terminologies related to the Internet. other main
will aid with students learning how to websites.
use the basic and advance mailing . Create a portfolio. (Project) with specific searches and
system on the Internet. printable conducted in class or at home on the Internet. MSN Messenger
Example of items in this project will be Yahoo
Messenger etc.
copy of e-mail (sent and receive)
Assign students the task of searching
on the Internet. greeting cards
printing a new articles based on information technology

etc.

Page 148
CONCEPT MAP Graphics
Applications
Word MS-Paint
Objects Pictures
Word Art AutoShapes Lines Text Boxes
Pictures
Clip Art
INTRODUCTION
A picture is worth a thousand words, this and many other reasons have exploded the need for graphic
software. Graphics software facilitates the creation, manipulation and management of computer based
images. The emergence of computer graphics has not only changed what we see on the screen but what
we do as well. Graphic software helps you create graphs, line drawings, logos, maps, clip art, blue print,
floor charts, retouched photographs, or just about any image you can conjure in your mind. Learning to
work with computer graphics has become as important as text is to a word processor.

Page 149
Types Images
Draw Paint Presentation Photo Animation
Vector
Raster / Bit Mapped
Mata Files
GENERAL OBJECTIVES
1. Know how graphic images are displayed and used.
2. Use common graphics software to create, manipulate and manage computer

based images

Page 150
GD1 - Graphic Editors
Students should be able to: Graphics software facilitates the creation, manipulation, and management
Identify the different of computer-based images. Five common capabilities of graphics software
types of graphic soft- Paint
ware. Draw
Photo Illustration
Presentation Graphics
Animation
Graphic software packages will have at least one of these.
Use a paint software to The Paint Program

create simple graphic im- Parts of the paint user interface includes:
ages. Drawing area, Graphics cursor, Main menu, Toolbox, Line size box, Color
palette.
Features: Zoom and Shrink-Grow
GD2 - Graphic Editors
Students should be able to: Raster graphics (bit-mapped) - image is composed of patterns or dots
Identify the different called picture elements or pixels.
types of graphic images. Vector graphics – image is composed of lines, points, and other geometri-
cal shapes.
Metafiles – combination of both.
Use WORD graphics fea- There are two basic types of graphics that you can use to enhance your Mi-
tures to create and or edit crosoft Word documents: drawing objects and pictures. Drawing objects
drawing objects and pic- include AutoShapes, curves, lines, and WordArt drawing objects. These
tures. objects are part of your Word document. Use the Drawing toolbar to
change and enhance these objects with colors, patterns, borders, and other
effects.

Page 151

gies
Using a collection of graphics, have students iden- Have students use graphic
tify different types of graphics produced for differ- editors to produce various
ent purposes by the different software facilities. drawings; then frame
these and mount a display
of selected pieces of
work.
Draw, label and outline main

components and options
Have students draw and label the paint user inter- on the graphic editor
face. screen.
Using an instructional activity, have students create
simple paint images. (see resource activity)

gies
Have students manipulate a simple raster graphic Provide students with listing of
and an equally viewed vector based graphic. List various files (or thumb nails)
the differences in being to manipulate, size of file and have then identify and
etc. briefly explain each type.
Students to use graphic programs

to edit and fine tune drawing
and pictures provided.
Have students create a document of graphics using Change different settings on
word graphic features. graphic images.

Page 152
Multimedia
CONCEPT
Audio
WMA WAV MID CDA MP3
INTRODUCTION
The integration of audio and video along with text has become a common feature and capability for all
computer systems. These features allow computer users and enthusiasts to perform a wide variety of
tasks not possible just ten years ago; from sound editing that makes digital audio production in compact
disks possible to video editing used in the film industry and the production of digital video disks. Due
to a wide variety of computer systems and the software used to edit and reproduce these several file
formats are in use both for video and audio. This unit attempts to take a closer look at the most
common formats for audio and video files in use today.
MD2 - Multimedia

Identify and comment on Discuss basic features of the file formats wma, cda, mp3, mid, wav and
audio file formats others
MD2-1.2 Identify and Discuss basic features of the file formats dvx, wmv, avi, mpg and others
comment on video file
formats

Page 153
Video
WMV DVX
MPG AVI
GENERAL OBJECTIVES
1. Identify and discuss audio and video file formats
Suggested Teaching/Learning Strategies Suggested Assessment Strategies

Discuss properties of common audio file formats,
properties such as file size, icon, and software sup- · Ask students to look-up all video and audio file
port. Illustrate the use of or if possible have stu- formats they possibly can (indicate minimum
dents use/play some. number if desired); get what the file extension
stands for, its icon, software support and any
other basic feature; put these in table format on
a sheet of paper (typed) – POSSIBLE PORT-
FOLIO ENTRY.
Same as for audio files above. As a special assign- · Students look through the files in assigned com-
ment students can also lookup the properties of puters in the lab and any at home, list the audio
other file formats or extensions and share these and video file types in the hard drives (along
with the class. with their location – path) and identify also the
programs installed to play the various media
files.

Page 154
Projects
CONCEPT MAP
Year 1 Year2
Portfolio double weight Portfolio double weight
X-disc assignment X-disc assignment
Essay / Presentation Individual Project
INTRODUCTION
The project unit envelopes all other units in the framework, within the project framework the student
can prove his/her abilities in handling ITC skills and information, both within ITC, and within other
interests which the student may have.
The student needs to develop various skills and knowledge in the use of personal productivity tools in a
range of situations using the design process. Students will have the opportunity to develop competencies
which will equip them with the skills to pursue personal interests and further educational and vocational
opportunities.
This area of study will allow the students with the flexibility to explore and use software appropriate to
their current needs and interests, while at the same time providing a sound basis to build upon when
investigating and using personal productivity tools in the future.
In response to teacher designed problem sets, students will be expected to develop solutions individually
or in groups. These problems may involve selection of appropriate software or hardware, and/or
presentation methods, when developing an effective solution within the parameters set. Through
investigation of design problems, students will learn to collect, use and analyze relevant information and
present their solutions in a range of formats.
Guidelines for Projects
Authentication
A variety of strategies should be used to monitor student achievement of outcomes during the time the
task is being completed. These could include anecdotal records, student logs, interviewing students,
checklists.
Where software components of a portfolio are submitted, the student will be able to demonstrate their
execution at the school, to the teacher, and to make verbal comment on aspects of the software to the
teacher if required.
The teacher will cite the various stages and components of a project during its production, and at critical
times (such as the checking of a proposal by a student prior to work commencing on the production).
Page 155
Year 3 Year 4
Portfolio double weight Portfolio double weight
X-disc assignment X-disc assignment
Group Project Essay / Presentation
Group or Individual Project
GENERAL OUTCOMES
Outcome 1: Applies the principles of the technology process to solve a range of problems
Outcome 2: Collects data and uses technology to organize and analyze data for the presentation and
communication of information
Outcome 3: Integrates the output of a number of personal productivity tools to create a single
project.
Outcome 4: Works independently, collaboratively and in teams to achieve individual and shared
goals.
Outcome 5: Understands and selects information technology systems and processes relevant to a
variety of personal productivity applications.
Outcome 6: Uses appropriate software and equipment to design, produce and present solutions to
information technology problems for personal use.
Outcome 7: Uses efficient techniques and a range of software features, in specific areas of personal
computing, which are appropriate to the interests and needs of the student.
Outcome : Uses computer communications systems for personal information needs.

Page 156
This task requires that the student provide hard/soft
copy samples of their work demonstrating their knowledge and skills in application usage and hardware
usage. Where the work is a part of a collaborative effort the student’s personal contributions must be
clearly annotated. Presentation format is at the option of the instructor but may be:
a) A “portfolio” containing the work which the student wishes to submit, complete with title page and
table of contents and commentary from the student describing which components they believe this
work satisfies. This work must be presented in a common and suitable format approved by the
instructor.
b) A software “portfolio” containing the work which the student wishes to submit, complete with title
page and table of contents and commentary from the student describing which components they
believe this work satisfies. This work must be presented in a common and suitable format
approved by the instructor.
c) A web-based “portfolio” containing the work which the student wishes to submit, complete with
title page and table of contents and commentary from the student describing which components
they believe this work satisfies. This work must be presented in a common and suitable format
approved by the instructor.
It is expected that the student will log all entries into the portfolio, and that a standard table of contents
will be presented when the portfolio is evaluated. The portfolio will be under continuous evaluation; the
student will log all changes, and the instructor will view and evaluate the changes made as soon as
possible, allowing the student to redo anything found lacking.
The assignment is to be produced using appropriate software resources, and should embody at least
two of the following aspects apart from word-processed text:
a) images (scanned or created with appropriate image creation software)
b) tables (imported from spreadsheet type applications)
c) data-manipulation (such as with spreadsheet or a database) involving the use of mathematical for-
mulae.

Page 157
d) graphs (imported from a spreadsheet application).
The student will show evidence of adherence to conventions applying to the presentation of such
assignments in quoting references, the inclusion of a bibliography, the use of footnotes (if applicable)
and the presentation of a table of contents.
A suggested handout for the students explaining this task is in Appendix 7.
At least two cross-curricular assignments are expected to be completed, the suggestion is one in the first
semester/term and one in the second semester/term.
This task requires that the student produce a project incorporating the use of at least one application
package.
It is allowable that the project be primarily produced using a single application at a high level of mastery,
with the use of supporting software tools. For example, the publication of a club or school newsletter, or
advertising flyer for a small local business using a publishing package and associated support applications
such as scanning/graphics software etc.
Projects shall be presented in a format which includes:

a) a plan or proposal generated at the outset of the project commencing, outlining what the student
intends to achieve or produce, and any constraints by the instructor.
b) an outline of the schedule of events which are to take place in the production.
c) an ongoing commentary on achievements, problems encountered etc. during the production.
d) a review of the project, done at its completion.
It is expected that annotations be produced using appropriate productivity tools, and that wherever
possible, the integration of digital material from different sources into a single document be done.
It is expected that the following forms will be used to start and monitor the projects: Project Proposal
Form, Project Schedule of Events Form, Project Commentary Form, and Project Review Form.

Page 158
The students will work in groups, The scope of the project should ensure that at least two different
software tools be required to be used in the production.
Projects should be presented in a form which includes:
a) a plan or proposal generated at the outset of the project commencing, outlining what each student
intends to achieve or produce, and any constraints by the instructor.
b) an outline of the schedule of events which are to take place in the production.
c) an ongoing commentary on achievements, problems encountered etc. during the production.
d) a review of the project, done at its completion.
It is expected that annotations be produced using appropriate productivity tools, and that wherever
possible, the integration of digital material from different sources into a single document be done.
It is expected that the following forms will be used to start and monitor the projects: Project Proposal
Form, Project Schedule of Events Form, Project Commentary Form, and Project Review Form. In
addition, the following form will allow for definition of team member responsibilities, Project
Responsibilities Form, and teams can be monitored by their Project Meeting Minutes
The following non-restrictive list of possible topics may serve as useful examples:
a) different technology packages and platforms
b) the relationship between the use of productivity tools and the level of multi-skilling in a
workplace
c) an outline of procedures promoting efficient management of information technology systems such
as file and resource management, or from the upgrading standpoint
d) the relevance of information technology in a particular area of interest
e) some social implications of computing
f) a prediction of future trends in some area of information technology
g) the elements and uses of relevant information technology applications for personal productivity
h) an explanation of underlying information technology concepts, perhaps relating to a current topic
of interest

Page 159
Design Process
Students apply a design process to create or
modify products, processes, systems, services or
environments to meet human needs and realize
opportunities.
Through their versions of the design process,
students find out more through investigation
and research, develop ideas to devise a range of
solutions, select and produce a solution and
evaluate both the results of their endeavors and
the process they adopted.
When meeting human needs and realizing

opportunities, students select how they use the
elements of the design process. They understand
that the process can be both ‘cyclic’ and
‘iterative’ and that they may choose to revisit a
particular element a number of times before
they complete their solution: for example, as
they develop a design, they may need to further
investigate the properties of the materials they
are using. In achieving this outcome, students
demonstrate competence in the use of each
element of the technology process and select
and use all of them when developing a new or
modified solution.
Students investigate by reflecting on what they already know about the problem or issue they are trying to
solve or address. They locate and select data about materials, systems and information products and
processes by, for example, surveying people, searching databases or observing or testing in real situations.
They also consider the short- and long-term implications of the impact of technologies for societies and
environments. As part of the process of investigation, students clarify what they are trying to achieve.
Students devise ways of creating or modifying existing technology based on their understanding of and
experience with the materials, information products and processes, and systems they use. They devise
solutions by developing a range of ideas that can take into account information they have gathered. They
visualize consequences, think laterally, test ideas and represent or communicate to others a range of
options.
When producing or modifying products or processes students select and use skills and techniques
appropriate to their understanding of the nature of materials, information and systems. They organize and
manage production, adapting and adjusting procedures to develop models, prototypes, processes or
products.
Students review and evaluate information, processes, products, ideas, skills and techniques, considering
their potential for refinement. They assess the implications of these and their impacts on societies and
environments. They reflect on individual and/or group decisions, ways they have proceeded and what they
have accomplished.

Page 160
PJ1-1 - Projects
Specific Objectives Content Suggested Teaching/Learning Strategies

The student will collect work samples This task requires that the student produce a hard
PJ1-1.1 Portfolio which demonstrate their knowledge, copy/or soft copy of examples of work, whichever
skills, use of software and design proc- is most appropriate. It is to be compiled over the
PJ1-1.2 Cross- ess. duration of the course.
Curricular Assign- The student will produce an assign- Assessment will be based upon its construction
ment ment using content from another sub- and production in terms of use of appropriate in-
PJ1-1.5 Essay/ ject area. formation technology and the assignment’s adher-
Presentation The student will produce an essay or ence to aesthetics and conventions of presenta-
create a presentation which relates spe- tion.
cifically to Outcome 6 and 8.
Specified Outcomes for PJN-1.1 Portfolio

Outcome 4: Integrates the output of a number of personal productivity tools to create a
single project.
Outcome 6: Understands and selects information technology systems and processes
Outcome 7: Uses appropriate software and equipment to design, produce and present
solutions to information technology problems for personal use.
Outcome 9: Uses efficient techniques and a range of software features, in specific areas
of personal computing, which are appropriate to the interests and needs of the student.
Outcome 10: Uses computer communications systems for personal information needs.
Specified Outcomes for PJN-1.2 Cross-Curricular Assignment

Outcome 3: Collects data and uses technology to organize and analyze data for the
Outcome 9: Uses efficient techniques and a range of software features in specific areas of
personal computing which are appropriate to the interests and needs of the student.
Specified Outcomes for Essay/Presentation

Outcome 1: Investigates the social, environmental and personal impacts of information
technology.
Outcome 8: Understands the relevance of personal productivity skills to present needs,
future study and career opportunities.
Outcome 9: Uses efficient techniques and a range of software features, in specific areas of
personal computing, which are appropriate to the interests and needs of the student.

Page 161
PJ2-1 - Projects
Specific Objectives Content Suggested Teaching/Learning Strategies

The student will collect work samples This task requires that the student produce a hard
which demonstrate their knowledge, copy/or soft copy of examples of work, whichever
PJ2-1.1 Portfolio skills, use of software and design proc- is most appropriate. It is to be compiled over the
PJ2-1.2 Cross- ess. duration of the course.
Curricular Assign- The student will produce an assign- Assessment will be based upon its construction
ment ment using content from another sub- and production in terms of use of appropriate in-
PJ2-1.3 Individual ject area. formation technology and the assignment’s adher-
Project The student will produce a project us- ence to aesthetics and conventions of presenta-
ing at least one application which tion.
demonstrates static integration. Possible products school newspaper, advertising
flyer, etc.
Specified Outcomes for PJN-1.1 Portfolio

single project.
Outcome 10: Uses computer communications systems for personal information needs.
Specified Outcomes for PJN-1.2 Cross-Curricular Assignment

Outcome 3: Collects data and uses technology to organize and analyze data for the
Outcome 9: Uses efficient techniques and a range of software features in specific areas of
personal computing which are appropriate to the interests and needs of the student.
Specified Outcomes for Individual Project

Outcome 2: Applies the principles of the technology process to solve a range of problems.
single project.
Outcome 5: Works independently, collaboratively and in teams to achieve individual and
shared goals.

Page 162

Page 163

Page 164

Page 165

Page 166

Page 167

Page 168
APPENDIX 7 – Cross-Curriculum Assignment Year N XC Asg.

Handout
Suggested Course of Action Word 6, Microsoft Works

• Pick an assignment that could be produced by yourself using currently avail- • header/footer
• insert graphics
able software. • use drawing tools to create borders and shad-
• Collect examples of professionally presented documents, e.g. Handbooks, for- ings
mal reports, newsletters, scientific papers, magazine articles, diaries. • tables
• After analyzing your collection prepare a draft of the layout of your assign- • font selection (use previously provided infor-
mation sheet)
ment.
• formatting text
• Prepare the layout for this draft on the selected software. This would include • layout features
page preferences, default fonts, font and paragraph styles. • text boxes
• Enter your data and print a draft copy. • bullets
• When you are satisfied , or after another printout, present your final copy. • numbering
• grammar
Available Software • spelling
Text Data: Word 6, Microsoft Works Graphics: Paintbrush, Freehand, PCB • thesaurus tools
(shareware software for trial use) Numerical, Data/Graphs/Charts: Excel, Micro- • creating font styles
soft Works • footnotes
The following lists of software features is to assist you in your assignment pres- • captions
• index
entation. It is not all inclusive and should not limit your use of the software
Paintbrush, Freehand, PCB (shareware
available. software for trial use)
• line drawing
The following should be considered for your presentation: • fill shapes
• cover page – graphic, border, name, assignment name, due date • editing tools provided
• duplication/paste
• brief description of the task attempted - purpose, audience • page dimensions
• assignment proper • default settings
• bibliography • text/labels
• import/export
Excel, Microsoft Works
• create table
• graphs
• chart
• select suitable features of graphs/charts
• combine text and graph/chart
• import/export

Page 169

Page 170

Page 171
Goals
1 I will develop a comfortable feeling about the computer, through learning about its compo-
nents and operations.
2 I will be able to make the computer work for me through basic operations
3 I will be able to connect the peripherals of a computer system correctly
4 I will be able to input data to the computer with an acceptable level of proficiency.
e.g. Minimum touch typing speed of 25wpm
5 I will be able to produce output information from the computer with an acceptable level of
proficiency and creativity.
e.g. Use a productivity tool to produce publications and other creative works
6 I will develop an understanding of the impact of computers in our society:
a. understand ethical, cultural and social issues
b. practice responsible use of technology systems
c. develop positive attitudes toward computer use.
7 I will become an intelligent consumer of computer hardware and software.
8 I will become conversant in computerese.
9 I will use computer telecommunications to collaborate, publish and interact with peers and
other audiences in a constructive and creative manner
10 I will use technology as a productive research tool to locate, evaluate, and collect information
from a variety of sources, and I will cite my sources and be very conscious of plagiarism.
_______________________________________ ___________________
Signature Date

Page 172

Page 173

Page 174

Page 175

Page 176

Page 177

Page 178

Page 179

Lower Secondary Information Technology

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lower Secondary Information Technology

Uploaded by

Copyright:

Available Formats

Page 1

Lower Secondary Core Curriculum

THE INFORMATION TECHNOLOGY CURRICULUM TEAM

Amilcar Umaña Lester Johnstone Gregory Almendarez Nelson Longsworth

Kendra Rosado. Matthew Redmond Kathleen Staine

FRAME WORK/REVIEW COMMITTEE

CURRICULUM DEVELOPMENT UNIT

Maud Hyde David Eck Nelson Longsworth Corinth Lewis

First Draft For Editing

1. Introduction ………………………………………..………...…………... Pg. 5

3. Developing a School’s Curriculum……………………………….……. Pg. 13

Lower Secondary Core Curriculum

First Draft For Editing

By using this guide, teachers will gain:

First Draft For Editing

The national policy of education in Belize is rooted in a

We envision a National Secondary School System:

Lower Secondary Core Curriculum

Belize is a multi-ethnic, multi-cultural, multi-lingual society. Education is fundamental to the

First Draft For Editing

Philosophic Orientation Fundamental Principles

National Goals of Education

Lower Secondary Upper Secondary

Lower Secondary Core Curriculum

Curriculum is the written

First Draft For Editing

Aesthetic Expression Students must be able to express themselves through creating,

Citizenship Students must be able to assess social, cultural, economic, and

Communication Students must be able to use the listening, doing, speaking,

Technological Students must be able to use a variety of technologies,

Lower Secondary Core Curriculum

use listening, doing, INF

First Draft For Editing

3. Developing a School’s Curriculum

In this guide, curriculum will be defined as follows:

Lower Secondary Core Curriculum

R eview and R evision

R eview and R evision

5. Instructional R eview 4. C ourse G uides

First Draft For Editing

Lower Secondary Core Curriculum

• course outcomes or general objectives,

Instructional Unit Plans

First Draft For Editing

Lower Secondary Core Curriculum

Themes Related (The Way the World Is)

Inquiry Related (The Way Knowledge Is Generated)

Learning Related (The Way Pupils Learn)

Utilization Related (The Way Learnings Are to Be Utilized in Life)

First Draft For Editing

Making the Year Plan

Making the Course Plan

Lower Secondary Core Curriculum

Sample Pages of a Course Plan

Instructional Unit Plans

First Draft For Editing

Lower Secondary Core Curriculum

THE STRUCTURE OF KNOWLEDGE

First Draft For Editing

Lower Secondary Core Curriculum

Problem Solving and Decision Making

First Draft For Editing

Corners Students move to designated corners of the room and assume an

Lower Secondary Core Curriculum