ICT
Teaching and Learning Syllabus
Grades 1 to 6
Mauritius Institute of Education
under the aegis of
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
2
Teaching and Learning Syllabus
ICT
The Teaching and Learning Syllabus refers to the content of what is to be taught, and to the knowledge,
skills, competencies, attitudes and values that are to be developed. It articulates concisely the specific
learning outcomes for each grade as per the NCF 2015 and features achievable learning outcomes that
represent a Teaching and Learning road map.
• The focus of the TLS
Clear
Statements
of what
Learners
must Achieve
Achievement
Criteria
and Levels
FOCUS OF THE
TEACHING AND
LEARNING
SYLLABUS
Progression and
Sequence of
Topics across
Grades
Currency
and
Relevancy
in Content
Detailed
Content/Topics
to be Covered
and Skills to be
Developed
• Clear statements of what learners must achieve
The TLS spells out the specific learning outcomes that learners are expected to achieve progressively in
terms of knowledge, understanding, skills, 21st Century Competencies, attitudes and values during each
year of schooling, from Grades 1 to 6.
• Currency and relevancy in content
The TLS ensures currency and relevance of content and acquisition of developmentally-appropriate
concepts and skills.
• Detailed content/topics to be covered and skills to be developed
The TLS details the content and topics to be covered as well as the skills to be developed for each grade
while addressing the problem of curriculum overload and stress.
3
• Progression and sequence of topics across grades
The TLS outlines the scope and sequence of the specific learning outcomes for each grade. It indicates the
grade in which knowledge, concepts, skills and processes related to the learning outcomes are introduced, based
on a spiral curriculum. The learning outcomes are progressively sequenced across grades.
• Achievement criteria and levels
The TLS defines assessment criteria that are scaffolded and represent clear measurable outcomes. The levels
reflect the competencies in terms of knowledge, skills, values and attitudes expected to have been acquired by
learners. The development of achievement levels are meant to assist in the differentiation of teaching, learning
and assessment so that the curriculum is accessible to all learners.
4
Contents
Rationale
5
Expected Learning Outcomes in ICT
5
The Development of 21st Century Competencies and ICT
6
Scope and Sequence of Content Areas for ICT
7
Content Areas and Specific Learning Outcomes of ICT for Grade 1
10
Content Areas and Specific Learning Outcomes of ICT for Grade 2
11
Content Areas and Specific Learning Outcomes of ICT for Grade 3
11
Content Areas and Specific Learning Outcomes of ICT for Grade 4
12
Content Areas and Specific Learning Outcomes of ICT for Grade 5
13
Content Areas and Specific Learning Outcomes of ICT for Grade 6
14
Achievement Criteria and Levels (Grade 1)
15
Achievement Criteria and Levels (Grade 2)
16
Achievement Criteria and Levels (Grade 3)
18
Achievement Criteria and Levels (Grade 4)
20
Achievement Criteria and Levels (Grade 5)
22
Achievement Criteria and Levels (Grade 6)
24
5
6
RATIONALE
This document presents the ICT syllabus from Grade 1 to Grade 6 in the context of the
nine-year schooling. It sets forth what learners are expected to acquire as skills, knowledge and
comprehension in ICT. It serves as a learning tool: the course content, information on how to
plan work and develop classroom-based resources are presented.
This document acts as a guide for the preparation of textbooks for the different grades. The
presentation of Achievement Criteria and Level (ACL) across levels helps in understanding
what learners are expected to achieve at knowledge and comprehension, application and
analysis levels for each content area and across content areas.
At the same time, the way the content, learning outcomes and ACLs are presented, makes
the development of various assessment tools and the measurement of the achievement at
knowledge and comprehension, application and analysis levels easy.
This syllabus is, thus, a guide for learners, teachers, textbook writers, examiners and parents
who want to know what the teaching and learning of ICT is about, how it is going to progress
across grades. It sets the tone for the teaching and learning of ICT.
EXPECTED LEARNING OUTCOMES IN ICT
By the end of Standard 6, learners will be able to:
• Handle computer and other digital devices, organize and store digital contents
• Create, edit and format a word-processed document with tables, images and lists
• Handle data and create models and charts using a spreadsheet software
• Communicate ideas to a specific audience by using a set of purposefully designed
slides, multimedia elements, animations, and slide transitions and by using various
ways to navigate between the slides
• Collaborate and communicate through the use of the Internet by gathering specific
information, communicating with others, sharing files as well as by creating of
purposeful web pages
• Create, edit, save and reuse multimedia objects for a specific purpose through the
use of graphics and video editing software
• Recognize common uses of computers beyond school
• Use technology safely and responsibly
7
THE DEVELOPMENT OF 21ST CENTURY COMPETENCIES AND ICT
The 21st century skills are a set of abilities that students need to develop in order to
succeed in the information age. ICT skills are essential to students in order to succeed in an
information-based world and an information-based economy. With ICT as one of the pillars of
our economy, teaching of ICT is ever more important in preparing our learners to be part of
this information-based world.
Development of 21st century competencies is learning skills, literacy skills, and life skills.
ICT allows learners to think critically by giving them access to information, to think creatively
through use various tools. ICT allows learners to collaborate and communicate through various
ICT tools. Literacy skills, which is also one component 21st century competency, is developed
through ICT where information literacy, media literacy and technology literacy are taught right
from Grade 1 and progress gradually as learners proceed to higher grades. ICT also teaches
learners to be flexible, take initiative, and develop social skills through computer mediated
interactions which are components of life skills.
The ICT syllabus and the achievement criteria developed for each grade and level take into
consideration all the demands and requirements of 21st century competencies and help in
developing these competencies in the learners.
Civic
Skills
Learning
Skills
21st CENTURY
COMPETENCIES
FOR ALL LEARNERS
Information
and Communication
Skills
Critical,
Creative and
Innovative
Thinking
Skills
Personal
and Social
Skills
Figure 1: 21st Century Competencies for All Learners
8
The IT SKILLS syllabus and the achievement criteria developed for each grade and level take into consideration all the demands and requirements of 21st century competencies and help in developing these competencies in the learners. SCOPE AND SEQUENCE OF CONTENT AREAS FOR ICT
Scope and Sequence of Content Areas for IT SKILLS The following table shows the scope and sequence of the various content areas for IT SKILLS The following table shows the scope and sequence of the various content areas for ICT SKILLS.
Table 1: Scope and Sequence of Content Areas Grade Content Area 1 2 3 4 5 6 Computer Operations and Fundamentals ● ●
●
●
●
●
Working with the system unit ●
●
●
●
●
Working with storage devices ●
●
●
●
●
Working with printer ●
●
●
●
●
●
●
●
Working with mouse, keyboard and monitor Working with peripherals such as microphone, scanner and webcam File manipulation and content organization ●
●
●
●
Computer fundamentals ●
●
●
●
●
●
●
●
●
●
●
●
●
●
Word Processing Working with text 5
●
Editing -­‐ cut, copy and paste Working with images ●
●
●
●
Formatting paragraph ●
●
●
●
Bullets and Numbering ●
●
●
●
Working with Tables ●
●
●
Page setup ● Searching -­‐ find and replace ● Handling and interpreting data ●
●
●
●
Formatting cells and data ●
●
●
●
Working with worksheets and workbooks ●
●
●
Working with formula ●
●
●
Manipulating data ●
●
Working with charts ●
●
Spreadsheet Presentation Creation of a presentation ●
●
●
●
●
Formatting text and images ●
●
●
●
●
Working with slide layouts and themes ●
●
●
●
Inserting graphics such as clipart, shapes, and pictures ●
●
●
●
Using animations and slide transition effects ●
●
●
Background formatting ●
●
●
Indenting bulleted list of items ●
●
●
9
Formatting text and images ●
●
●
●
●
Working with slide layouts and themes ●
●
●
●
Inserting graphics such as clipart, shapes, and pictures ●
●
●
●
Using animations and slide transition effects ●
●
●
Background formatting ●
●
●
Indenting bulleted list of items ●
●
●
Removing and Reordering slides ●
●
●
Designing presentations for a specific purpose ●
●
Working with charts and tables ●
●
Using advanced animations such as motion path and emphasis ●
●
Inserting header and footer ●
●
Inserting audio and video Inserting navigation features with hyperlinks and buttons Printing slides and handouts ●
●
●
Internet Navigation using hyperlinks 6
●
●
●
●
●
●
Locating a web browser software ●
●
●
●
●
Launching a web browser software ●
●
●
●
●
Comparing and contrasting a web browser with a file browser software ●
●
●
●
●
Accessing a website Using its URL ●
●
●
●
Navigating the Web using the Back and Next buttons ●
●
●
●
Saving, opening and printing web pages ●
●
●
●
Searching the Web using keywords ●
●
●
Bookmarking web pages ●
●
●
Using emails with multiple recipients ●
●
●
Creating email account ●
●
Using the address book ●
●
Sending blind copies of an email to recipients ●
●
Sending attachments via email ●
●
Opening email attachments ●
●
Working with online file hosting service ●
●
Evaluating relevance and usefulness of web resources ●
●
Downloading files from the Internet ●
●
Accessing open educational resources ●
●
Creating web pages with text, graphics and hyperlinks Sharing files using online file hosting service ●
Collaborating online ●
●
Multimedia 10
Interacting with a media playing interface ●
●
●
●
●
●
Making pictures or patterns using the Pen and ●
Brush tools ●
●
●
●
●
Creating web pages with text, graphics and hyperlinks ●
Sharing files using online file hosting service ●
Collaborating online ●
Multimedia Interacting with a media playing interface 7
●
●
●
●
●
●
Making pictures or patterns using the Pen and ●
Brush tools ●
●
●
●
●
Working with shapes, curved lines, select, fill and brushes ●
●
●
●
●
●
Performing Undo and Redo operations ●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Working with shapes, curved lines, select, fill and brushes Copying and pasting pictures Moving pictures around within a graphics software Importing pictures from local disk Importing pictures from the Web and screen captures Formatting pictures Importing pictures from mobile devices and scanner Creating short movies using pre-­‐loaded pictures and sound Creating short movies for a specific purpose Creating short movies using pre-­‐loaded or recorded movies, audio, and photos ●
●
Computers in Everyday Life Computer uses in society ●
●
●
Computer uses for entertainment and recreation ●
●
●
Computer uses in communication ●
●
●
Computers and the way people live and work ●
●
Computers and the way people learn ●
Health, Safety and Ethics Sitting posture Safety guidelines Health problems Netiquette in using the Internet Safety & risks of electrocution Corrective measures to avoid health problems Computer ethics Dangers/risks to avoid in the Internet Computer crime Computer viruses and how to avoid its infection Time Allocation for IT SKILLS ●
●
●
●
●
●
●
●
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●
●
●
●
●
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●
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●
●
●
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11
TIME ALLOCATION FOR IT SKILLS
The time allocation per week for ICT skills is shown in the table below.
Table 2: Time allocation for ICT skills Table 2: Time allocation for ICT skills Grade Level Grade Level Grade 1 Grade Grade 1 2 Grade Grade 2 3 Grade Grade 3 4 Grade Grade 4 5 Grade Grade 5 6 Grade 6 Time 50 Time 50 50 50 50 50 50 50 50 50 50 Periods 2 Periods 2 2 2 2 2 2 2 2 2 2 50 2 Content Areas and Specific Learning Outcomes of IT SKILLS Content Areas and Specific Learning Outcomes of IT SKILLS The following section describes the specific learning outcomes for each content area from Grade 1 to CONTENT AREAS AND SPECIFIC LEARNING OUTCOMES OF ICT SKILLS
6 section describes the specific learning outcomes for each content area from Grade 1 to The Grade following Grade 6 The following section describes the specific learning outcomes for each content area from Grade 1 to Grade 6.
Grade 1 Grade
Grade 1 1
Table 3: Content area GRADE 1 Table 3: Content area GRADE 1 Content Areas By the end of Grade 1, learners should be able to: Content Areas Operations By the e●nd oUse f Grade 1, ouse learners hould be to able to: basic computing tasks
the m
and kseyboard perform Computer ● show n understanding of to the computer system and Fundamentals ● Use the maouse and keyboard perform basic computing tasks
Computer Operations ●
show a
n u
nderstanding o
f t
he c
omputer s
ystem and Fundamentals Word Processing Processing Word ●
●
Internet ●
•
Health, Safety and Ethics Health, Safety and Ethics Navigate from one web page to another using hyperlinks Navigate from one web page to another using hyperlinks Interact with a media playing interface by playing simple pre-­‐loaded games, m
or music ● Interact wovies ith a m
edia playing interface by playing simple pre-­‐loaded •
Make s
imple c
oloured pictured or patterns using a graphics program games, movies or music Multimedia Perform editing task on a document using a word processing software ●
Internet Multimedia Perform editing task on a document using a word processing software •
• ●
Make simple coloured pictured or patterns using a graphics program Sit properly in front a computer •Sit pAdopt proper safety behaviours in the computer room roperly in front a computer •
Adopt proper safety behaviours in the computer room Grade 2 Grade 2 Table 4: Content area Grade 2 Content Areas 12
Content Areas 9
9
Table 4: Content area Grade 2 By the end of Grade 2, learners should be able to: By the end of Grade 2, learners should be able to: Grade 2 Grade
2
Table 4: Content area Grade 2 Content Areas By the end of Grade 2, learners should be able to: ● Describe the components of the computer system Computer Operations ● Operate a computer system 9
and Fundamentals ● Handle storage devices ● Use items on pull up/down menus Word Processing Create and edit a word processed document ●
Create and view a simple presentation with formatted text and images Presentation ●
Internet ●
Multimedia ●
Health, Safety and Ethics ●
Demonstrate correct postural habits when sitting in front of a computer ●
Show understanding of how to work in a safely and healthy environment Open a web browser software Make more complex coloured drawings by using further features of the graphics software Grade 3 Grade
3
Content Areas Table 5: Content area Grade 3 By the end of Grade 3, learners should be able to: Computer Operations and Fundamentals ●
●
Describe types of computing devices Demonstrate an understanding of the concept of input and output Demonstrate an understanding of file manipulation Word Processing ●
Enhance a word processed document by using clip arts Spreadsheet ●
Handle data using a spreadsheet software Presentation Internet ●
Create presentations which include graphics and different slide designs ●
Use the web browser to access a website ●
Make drawings by inserting, copying and repositioning existing graphical objects Multimedia ●
Health, Safety and Ethics ●
Show understanding of the health problems – e.g. Repetitive strain injury (RSI), eyestrain, back and neck pain, headaches, and stress/fatigue ●
Show understanding of the safety issues that can arise from using ICT equipment and the risk of electrocution ●
Demonstrate proper attitudes and behaviours when using internet (netiquette). 10
13
Grade 4
Grade 4 Table 6: Content area Grade 4 Content Areas By the end of Grade 4, learners should be able to: Computer Operations and Fundamentals •
Word Processing •
Enhance a word-­‐processed document through the use of header/footer, subscript/superscript, bullets and numbering, line spacing and page formatting Spreadsheet •
•
Perform operations on worksheets and workbooks Perform arithmetic operations by using and replicating formula •
Create more complex presentations which include animation, slide transitions effects, background formatting and, removing and reordering of slides Presentation ●
Internet ●
●
●
●
Computers in Everyday Life ●
12
14
Purposefully search the Internet for information Further explore the features of a web browser Use emails Make drawings by importing and formatting pictures from sources other than the local disk Multimedia Health, Safety and Ethics Demonstrate an understanding of basic computer fundamentals Manipulate desktop elements
Recognize that computers can be used for communication
Show understanding of the corrective measures to avoid physical and mental health risks in using ICT devices ● Show understanding about the proper care of ICT equipment ● Show understanding of computer ethics that govern the use of computers such as: legal/illegal access to data, copying software without acknowledgement/misuse of data sources ●
Grade 5
Grade 5 Table 7: Content area Grade 5 Content Areas By the end of Grade 5, learners should be able to: Computer Operations and Fundamentals •
Work across several applications simultaneously Word Processing •
•
Perform operations in tables such as format and text after creating tables Perform proof-­‐reading through spelling and grammar check and thesaurus Manipulate images, objects and shapes in a document •
•
Manipulate data through sorting Analyse simple data by creating and manipulating charts •
Spreadsheet Purposefully design presentations and include some advanced animations features and objects such as charts and tables Presentation ●
Internet ●
Multimedia Computers in Everyday Life Health, Safety and Ethics Use advanced email features that include address book, blind copies and attachments ●
Store files online using a free file hosting service ●
Download files that are relevant and appropriate for use ●
Make drawings that include pictures imported from external sources Create short movies that include pre-­‐loaded pictures and sound ●
Demonstrate awareness of the importance of computers in everyday ●
life Perform a self-­‐appraisal of the potential health hazards/problems or risks when using ICT devices ● Show awareness of the dangers/risks when accessing the Internet in Chat-­‐rooms, forums, e-­‐mail and other computer-­‐mediated communication tools ● Show understanding of computer ethics that govern the use of computers ●
13
15
Grade Grade
6 6 Table 8: Content area Grade 6 Content Areas By the end of Grade 6, learners should be able to: Computer Operations and Fundamentals •
•
Demonstrate an understanding of file formats Demonstrate an understanding of different operating systems Word Processing •
•
Prepare a word-­‐processed document for printing Rearrange a table through formatting, modification and sorting •
•
Prepare a worksheet for printing Analyse and interpret simple data through ‘what-­‐if’ analysis and use of filters Spreadsheet Presentation ●
Internet ●
Design presentations that include advanced multimedia objects and navigation capabilities ●
Design simple web pages Share files that have been stored online on a file hosting service Work collaboratively online Multimedia ●
Develop short movies for a specific purpose Computers in Everyday Life ●
Recognize that computers can be used for learning ●
Health, Safety and Ethics 14
16
● Describe the safety issues when working in a healthy computer room environment ● Show understanding of the potential health problems and hazards ● Describe the common computer crimes ● Show understanding of the means to combat computer crime ● Show understanding of how computer viruses spread to other devices/users, symptoms of infected computers; ● Show understanding of how to protect a computer from viruses Achievement Criteria and AND
Levels ACHIEVEMENT
CRITERIA
LEVELS
The achievement criteria and levels (ACL) for each grade is given in the section that follows. For each The achievement
criterialearning and levels
(ACL) for
each
grade
in the section
that
follows.
content area and specific outcomes the ACLs have isbgiven
een categorized into three levels: For 1.
eachLevel content
and specific
learning outcomes the ACLs have been categorized into
1 -­‐ Karea
nowledge and Comprehension three
2. levels:
Level 2 -­‐ Application 1. 3. Level Level 31 -­‐- AKnowledge
nalysis and Comprehension
Level 2 - Application
2.
3.
Level 3 - Analysis
ACL Grade 1 ACL Grade 1
Table 9: ACL Grade 1 Content Areas Level 1 Knowledge and Comprehension Computer Operations and Fundamentals Level 2 Application ●
Identify the different parts of the mouse ●
Demonstrate understanding that the mouse controls the pointer ● List some basic uses of a computer system Level 3 Analysis ●
Use the mouse to click, double click , Drag and Drop ● Use the keyboard for typing pre-­‐defined text ●
Categorize the components of the computer system such as monitor, mouse, keyboard, speakers, system unit and printer ● show understanding that the mouse is used to instruct the computer Word Processing ●
Demonstrate an understanding that a word processing software is used to create documents Internet ●
Multimedia ●
●
Type given characters (letters and numbers), words and phrases (e.g. type his or her name and age) ●
Edit using spacebar, Enter, Numeric keys, backspace and caps lock Demonstrates an understanding that web pages contain text, images, and video ● Demonstrate an understanding that hyperlinks can be used to navigate from one web page to another Show awareness that computers can be used to watch films and play music Navigate around a given web page ● Navigate from one web page to another using hyperlinks ●
●
Interact with a media ● Create simple coloured playing interface by pictured or patterns playing simple pre-­‐
using a graphics loaded games, movies or program (e.g. using 15
17
music Health, Safety and Ethics ●
Sit properly in front a computer at the appropriate distance and level ●
Follow proper guidelines on rules & regulations of the computer room tools such as Pencil, Brush, Colour box, Eraser, Line, Text, Undo and Redo) ACL Grade 2
ACL Grade 2 Table 10: ACL Grade 2 Content Areas Computer Operations and Fundamentals Word Processing 16
18
Level 1 Knowledge and Comprehension State the functions of the monitor, mouse, keyboard, speakers, system unit and printer ● Demonstrate an understanding that computers can store information ● Identify the different areas of the keyboard ●
● open and close a word processing software Level 2 Application Store files in secondary storage devices ● Use advanced functions of the mouse such right click and scroll ● Use Start button to open program/s ● Restart a computer ●
Level 3 Analysis Compare secondary storage devices ●
●
Create a word ● Write a small paragraph processed document using a word processing ●
Carry out simple software editing operations using delete, insert, shift, and arrow keys ●
Select texts ●
Cut, copy and paste, and move text ●
Apply formatting to text (e.g alignment, font size, type, colour, bold, italics, and underline) Presentation ● Open and close a ●
Perform simple text formatting on slides of a presentation in terms of font type, size and colour, bold, Italic and underline ●
Internet ● Demonstrate an ●
Launch a web browser software ●
Multimedia ●
using tools such as shapes, curved lines, select, fill and brushes ●
presentation software ● View a slide show (moving between slides) understanding that a web browser is used to access the Web ● Identify a web browser software Health, Safety and Ethics Show understanding of how to work safely in a computer lab environment ● Describe the precautions to electrical dangers in a computer room ●
Switch on and off a computer ● Adopt the good postural habits when sitting in front a computer ●
Create a presentation that contains a few slides of text and images Compare and contrast a web browser with a file browser software Make more complex coloured drawings by using further features of the graphics software ●
Recognise the risks existing in a computer lab 17
19
ACL
Grade
ACL G
rade 33 Table 11: ACL Grade 3 Content Areas Level 1 Knowledge and Comprehension Computer Operations and Fundamentals Word Processing 18
20
Level 3 Analysis Explain the ● Use Save and importance of Save As ● Create folder computers in daily ● Rename a file/ life ● Explain the folder ● Using the search concept of input and facility to look for output ● Explain the file/ folder ● Delete file/ concept of files, folders and drives folder
● Restore deleted files ● Locate and open files in specific folders ● Use meaningful file names ● Switch on/off the computer ● Preview and print a file ● Use taskbar to switch from one program to another ●
Categorize the types of computing devices such as Desktop computer , Laptop and mobile devices ● Compare and contrast among files, folders and drives ●
Use the keyboard to navigate in a document (e.g. using HOME, END keys) ● Insert pictures using Clip Art ●
Spreadsheet Level 2 Application Open and close a spreadsheet software ●
Identify cell, row, column, and cell reference ●
Enter data (text and numbers) ●
Clear cell content ●
Insert and delete cells, columns and rows ●
Format cells (e.g alignment, font and ●
Read and interpret data in a table ●
adjust column width) Presentation ●
Internet ● Demonstrate an ●
Multimedia ●
Create a presentation which include graphics such as clipart, shapes, and pictures understanding that a website has an address on the Internet ●
List the advantages of using computers in everyday life Health, Safety and Ethics ●
Show understanding of the health problems – e.g. Repetitive Strain Injury (RSI), eyestrain, back and neck pain, headaches, and stress/fatigue ●
Show understanding of the safety issues that can arise from using ICT equipment and the risk of electrocution Access a website using its URL ● Navigate through web pages using hyperlinks, and the Back and Next buttons ● Use such features of a web browser as save, open and print Copy and paste pictures within a graphics software ● Drag and drop pictures within a graphics software Computers in Everyday Life Apply different slide layouts and themes to a presentation ●
Create drawings that include pictures imported from sources such as clipart or saved images ●
●
Demonstrate a proper attitude and behaviour when using Internet (netiquette) 19
21
ACL
ACL Grade
Grade 44 Table 12: ACL Grade 4 Content Areas Level 1 Knowledge and Comprehension Computer Operations and Fundamentals
Demonstrate understanding of the concept of : ü hardware and software ü data and information ü Input, Process and Output cycle ü Storage devices and their importance Level 2 Application ●
Level 3 Analysis Work with GUI (Graphical User Interface) ● Create, delete, rename subfolders ●
●
Word Processing ●
Insert header/footer ●
Insert page number ●
Insert special characters, ( ^, &) ●
Insert page border ●
Set line spacing Spreadsheet ●
Demonstrate an understanding of the concepts of workbooks and worksheets Presentation 20
22
●
Add/delete/ rename worksheets ●
Use Autosum ●
Format data (numbers: number of decimal place) ●
Apply borders to tables and merge cells Create a presentation that Include simple animation and slide transition effects ● Delete and/or move slides in a presentation ● Increase and ●
manage desktop: ü change desktop background ü icon size and text ü change screen resolution ü change desktop themes ü work with task bar ü change date and time ●
Apply character formatting (subscript and superscript) ● Apply bullets and numbering to a list of items ●
Work out simple arithmetic operations (+,-­‐,*,/) using formula ● Replicate formula Perform background formatting of the slides such as pictures, texture, gradient or solid fill, colour, and transparency ●
decrease the indent level of a list of items Internet ●
Use keywords to search for specific information on the Internet ● Use such features of a web browser such as refresh, history, new tab, new window and bookmark ● Open emails ●
Multimedia ●
Make drawing that include pictures imported from sources such as screen capture snapshots and the Internet ●
Computers in Everyday Life ●
Give examples of how computers can be used for communication (Internet, email, fax, mobile devices, social networking and entertainment) Health, Safety and Ethics ●
Show understanding of the corrective measures to avoid physical and mental health risks in using ICT devices ●
Show understanding of proper care of ICT equipment such as: ü Disconnect power when not in use ü Not to tamper with any form of electrical cable Compose, send, reply to and forward emails to single and multiple recipients Manipulate properties of pictures (e.g. by resize, crop, wrapping style, colour, border, grouping and rotate) ●
Adopt corrective measures to avoid physical and mental health risks in using ICT devices ●
Take proper care of ICT equipment ●
Explain computer ethics that govern the use of computers such as: ü Legal/illegal access to data ü Copying software without acknowledgemen
t/misuse of data sources ü Licenses/authenti
city of software 21
23
ACLGGrade
ACL rade 5 5
Table 13: ACL Grade 5 Content Areas Level 1 Knowledge and Comprehension Computer Operations and Fundamentals Word Processing Level 3 Analysis use the cut, copy and paste facilities to manipulate text or picture across different applications ● Move file folder to another location Use various storage devices ● Use several applications/window
s at a time ●
●
Insert one or more tables into a word document ●
Use spell check, grammar and thesaurus ●
Insert pictures, symbols and objects ●
Draw shapes ●
Use Word Art ●
Align text in a table ●
●
Format pictures (e.g resize, position, wrap text) Spreadsheet Presentation ●
Use advanced animation features such as motion path and emphasis ● Insert header and footer to a presentation ● Create a presentation that include objects such as tables and charts ●
Internet ●
Create an email account ●
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Level 2 Application ●
Format data (date currency, and percentage) ●
Use functions that perform the following: minimum, maximum, count, sum and average ●
Sort according to one or two attributes ● Create and edit charts (such as bar charts, line graph and pie chart) Design a presentation for a specific purpose Evaluate relevance and Multimedia Computers in Everyday Life Health, Safety and Ethics Add email addresses to the email address book ● Send blind copies to recipients ● Open email attachments ● Store files online using a free file hosting service ● Download files from the Internet ● Access open educational resources usefulness of Internet materials ● Share files using email attachments Make drawings that include pictures imported from sources such as mobile devices and scanned images ●
●
Describe how computers has affected the way people live ●
●
●
Show awareness of the dangers/risks when accessing the Internet in Chat-­‐
rooms, forums, e-­‐mail and other computer-­‐
mediated communication ● Show understanding of computer ethics and laws that govern the use of computers such as: ✓ Download of freeware, shareware ✓ Legal/illegal downloading of materials Create short movies that include pre-­‐loaded pictures and sound ●
Use computer to solve problems such as calculation of family budget; mobile devices (Tablet, Smartphone, E-­‐Book) and wireless technology Perform a self-­‐
appraisal of the potential health hazards/problems or risks when using ICT devices ● Rate the reliability and accuracy of materials available on the web ●
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ACL 6 6
ACLGrade Grade
Table 14: ACL Grade 6 Content Areas Level 1 Knowledge and Comprehension Computer Operations and Fundamentals Word Processing Show an understanding that there are different operating systems ( Windows, mac, Android /IOS for mobiles) ●
Level 3 Analysis Determine the file size, location, type and date created/modified ●
● Modify page setup (such as top, bottom, left, right margins, and page orientation) ●
Use find and replace Spreadsheet Presentation ●
Internet ●
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Level 2 Application ●
Modify page setup ●
Set print area ●
Print worksheets Print a presentation in slide and handout forms Create simple web pages (e.g. personal, class or school) that include formatted text, graphics and hyperlinks ● Share files that have been stored online on a file hosting service ● Edit documents online collaboratively ●
Format, modify and sort tables ●
Apply What-­‐If Analysis ●
Use auto-­‐filter to view data selected on certain criteria Create a presentation that includes objects such as short audio and video clips as well as hyperlinks and navigation buttons ●
Multimedia Computers in Everyday Life Health, Safety and Ethics Develop an understanding that computers can be for learning ●
●
Describe the safety issues when working in the computer room ●
Show awareness of the common computer crimes such as hacking, software piracy, spam, phishing ●
Show awareness of the compilation and use/misuse of large databases (e.g. consumer data) ●
Show understanding use of legislation such as Data Protection Act (the protection of privacy), Copyright Act, Fair Trading Act ●
Open and edit movies clips that he or she has created ●
Create short movies that include pre-­‐loaded or recorded movie clips, sounds and photos for a specific purpose ●
Demonstrate how to protect a computer from viruses ●
Recommend means to combat computer crime (e.g. encryption, shielding one’s identity, blocking cookies and never disclosing personal data security codes) ● Describe how computer viruses spread to other devices/users, symptoms of infected computers Primary School Achievement Certificate -­‐ PSAC 25
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