Computer Studies

Years 9-12
Samoa Secondary School Curriculum

Curriculum Design and Materials Division

Ministry of Education, Sports and Culture
Apia 2021
Computer Studies. Years 9-12
Samoa Secondary School Curriculum

Curriculum Design and Materials Division

Ministry of Education, Sports and Culture

The 3rd edition of the curriculum statement was prepared and reviewed by the
Computer Studies Subject Panel during the period 2014-2020.

Panel Members:

Eteuati Koria, Samoa Adventist College

Fou Laulu, St Joseph’s College
Agalelei Taise, Papauta Girls College
Rubina Aiono, LDS College
Foilagi Maua Faamau, NUS
Denzil Asi, Avele College
Avaalii Asa, Samoa College
Doreen Alama, Lepa/Lotofaga College
Filemoni To’a, A’ana II College
Falefasa Vaotuua Tapelu – MESC (Computer Studies Organiser)

External Moderator:
Dr. Edna Temese Ualesi
Senior Lecturer Computer Studies
Faculty of Science
National University of Samoa

Alignment to the 4 Year Level Reviewer:

Foilagi Maua Faamau
Lecturer, Computer Studies
Faculty of Science
National University of Samoa

The External Moderator:

Prof Muagututi’a Ioana Chan Mow
Senior Lecturer Computer Studies
Faculty of Science
National University of Samoa

2
Contentsnts

Introduction 1
Structure of the Computer Studies Curriculum 2
Key Principles 3
Curriculum Principles 3
The Computers Studies Curriculum 4
General Aims 4
Hierarchy 4
Strands 6
Sub-strands and Major Learning Outcomes 6
Learning Outcomes 6
Approaches to Teaching and Learning 8
Assessment and Evaluation 8
Essential Skills 10
Values in the Curriculum 12
Values in Computer Studies 12
Gender Issues 13
Inclusive Education 13
Time Allocation 13
Safety 14
Computer Studies Overview of Strands, Major Learning Outcome,
Sub-strands, and Learning Outcomes by Levels 15
Strand 1: Personal Computer System And Management 16
Strand 2: Using Personal Computer Applications 24
Strand 3: Fundamentals Of Computer Programming 30
Optionlal Strands 32
Strand 4: Computer Graphics And Desktop Publishing 32
Strand 5: Visual Presentation 33
 Strand 6: Digital Images 34
Strand 7: The Internet 35
Strand 8: Data Integration 36
Strand 9: Design Simple Websites 37
Strand 10: Introduction To Networking 38
Terms and Definitions 39
Recommended Texts 42
 Introduction

The Computer Studies Curriculum was devel- can make valuable contributions to the commu-
oped for students in Years 9 to 12 (ages 12-18) nity as they can use these skills for conducting
and the basic assumption is that these students research, for storage of valuable information and
have no prior knowledge of computers. Howev- for more efficient communication.
er, the diverse level of computer skills of children
The inclusion of Computer Programming in
at present in schools and the increasing need for
Foundation Computing prompts the reorganiza-
students to have these skills in the long run must
tion of the prescription to introduce Computer
be taken into consideration.
Programming as a Core strand in the curriculum.
Information technology in Samoa continues This is to accommodate the staircasing from
to develop. Most schools are equipped with re- Secondary to Foundation level of students who
sources, expertise and infrastructure to cater might want to pursue further studies in Informa-
for the implementation of the revised computer tion Technology or Information Systems.
curriculum. There is a growing awareness within
Computer Studies is a resource intensive sub-
the local community of the value of technology
ject area and for the implementation of a nation-
for improved communication and for improving
al curriculum to be successful the curriculum
efficiency and productivity.
needs to go hand in hand with proper technolo-
The value of computer skills has been accen- gy, planning and teacher training. Standards for
tuated even further by the fact that most jobs in hardware and software have been established by
the workplace now require computer literacy the MESC to support planning and maintenance
especially in the use of the main computer ap- of all the computing technology resources in
plications: spreadsheets, word-processing and schools.
databases. Students possessing computer skills

1
Structure of the Computer
Studies Curriculum
The Computer Studies curriculum statement is mands, ranges are assigned to denote the
for Years 9 to Year 12. It has been designed for use spectrum of activities required to achieve a
by all secondary schools in Sämoa who opt to in- specific learning outcome.
clude Computer Studies as a subject in their Year
The current curriculum is structured such
9 to 12 courses. The curriculum caters for all stu-
that core topics covered in Year 9 are again
dents at these levels irrespective of gender, belief,
revisited in Year 10, reinforced in Year 11
ethnic, social and cultural background.
and extended in Year 12. It is felt that this
Due to the dynamic and changing nature of structuring best suits the current situation
computer technology, this curriculum statement in Samoa and accommodates the following
needs to be reviewed and evaluated periodical- factors:
ly in order to reflect and suit ICT influences and
• Integration of technology is still pro-
trends. It is also assumed that this curriculum
gressing in Samoa and the emphasis is on
statement, since it is designed with the current
promoting computer literacy and skills.
situation in mind, will be implemented immedi-
ately. • Most students do not have computers at
home and as a result, exposure and con-
The Curriculum Statement sets out the knowl-
tact with computers is limited to time
edge and skills students are expected to develop
within the Computer Studies scheduled
in years 9 to 12. This is in line with the structure
hours. Coverage of some of the key skills
of all other national Subject Curriculum State-
requires more exposure than at Year 9.
ments. The Year 9 to 12 Computer Studies Curric-
They need to be reinforced in Year 10
ulum Statement is organised to show the:
and Year 11 and extended in the Year 12
• general aims of the subject curriculum; curriculum.
• organising strands of the curriculum; • Flexibility in the curriculum at Year 9 to
• sub-strands with major learning out- 12 is provided by the inclusion of option-
comes that organize the learning within al strands to cater for the diverse skills
the strands; and backgrounds of teachers and stu-
• key learning outcomes; dents alike.
• specific learning outcomes at each year • It is expected that as the baseline skills of
level. students develop, the focus of the curric-
Furthermore, as a guide to teaching cov- ulum will be on the promotion of prob-
erage, where a specific learning outcome lem solving and critical thinking.
is achieved by a range of activities or com-

General Aims
Strand 1 Strand 2 Strand 3

Sub-strands MLO Sub-strands MLO Sub-strands MLO

Key Learning Outcomes Key Learning Outcomes Key Learning Outcomes

Specific Learning Outcomes Specific Learning Outcomes Specific Learning Outcomes

FIGURE 1

Structure of the Computer Studies Curriculum.

Key Principles
The National Curriculum Framework lists key balanced and continual development in the sys-
five principles which underpin all aspects of the tem. Transparency and accountability are neces-
Samoan education system including the develop- sary at all levels. The collective values of trust,
ment of the curriculum. These are: integrity and a sense of responsibility for the
common good in local and national development
Equity
will be promoted.
Equity requires that the system treats all individ-
uals fairly and justly in the provision of educa-
tional opportunities. Policies and practices that Curriculum Principles
advantage some social groups and disadvantage
The Computer Studies curriculum is based
others will be avoided, while those which ad-
on the Curriculum Principles in the National
dress existing inequalities in access, treatment
Schools Curriculum Framework. The principles
and outcome will be promoted.
emphasise the notion that the individual stu-
Quality dent is at the centre of all teaching and learning,
Educational quality is exemplified by high stan- which lends itself to an outcomes-based curricu-
dards of academic achievement, cultural under- lum, and that the curriculum will be of the high-
standing and social behavior, and results from est quality. In planning and implementing their
the complex interplay of professional and techni- programmes, teachers must take the principles
cal factors, and social cultural practices. Policies promoted in the National Schools Curriculum
promoting these will focus on the learning insti- Framework into account. These are as follows.
tutions specifically on the day to day classroom All students can be successful learners.
practices including monitoring, assessment and
The Curriculum recognises that all students can
reporting of students outcomes and teacher ef-
be successful learners when they are provided
fectiveness.
with sufficient time and support.
Relevance
Students need to be engaged.
Relevance in education implies a system which is
The Curriculum recognises that for students to suc-
meaningful, recognized, applicable and useful to
ceed, teaching and learning xperiences must relate
one’s life. It should enhance individual and com-
to student interests, needs and learning styles in
munity well-being and ultimately national devel-
order to engage students in their learning.
opment, including cultural, humanistic and spir-
itual aspects. Policy decisions will address what Programmes must be planned.
is relevant to the individual learner, community
The Curriculum recognises that for students to
and nation.
be successful, programmes must be carefully
Efficiency planned and use a range of teaching approaches
in order to cater for the various learning styles
Efficiency in education is demonstrated by lead-
of students.
ership and management practices which ensure
optimum use of resources – human, financial and Programmes must develop the whole person.
material – at all levels, efficient service delivery,
TheCurriculum recognises that programmes
effective communication and coordination and
must be broad, balanced and provide opportu-
transparent decision making. Policies will reflect
nities for the intellectual, social, spiritual and
the need to be efficient and effective.
cultural dispositions of each student to be devel-
Sustainability oped so when students complete their schooling
they are well prepared for work and/or further
Sustainability requires the wise utilization of hu-
studies.
man, financial and material resources, to ensure

3
 Assessment must inform practice. A sustainable future is key.
The Curriculum recognises the need for teach- The Curriculum emphasises the need to develop
ers to use monitoring, assessment and reporting environmentally and socially sustainable prac-
practices that help them evaluate the effective- tices. This applies not only to the physical envi-
ness of their teaching practices as well as provide ronment but also in the way society structures
an indication of student achievement against es- itself socially, culturally and economically.
tablished standards.
The Curriculum will be responsive to change so
Teachers make a difference. that it is relevant to the needs of the individual
student, to the well-being of the community and
The Curriculum recognises the centrality of
ultimately to national development.
highly effective teaching in ensuring quality out-
comes for students.
Community involvement assists learning.
The Curriculum recognises that the ‘faasāmoa’
must be upheld and that the community plays a
large role in the education of students.

The Computers Studies Curriculum

General Aims
The general aims of the Years 9 to 12 Comput- • a tool to aid learning, increase productivity
er Studies Curriculum Statement are listed be- and promote creativity;
low and reflect the concepts and skills this cur- • cultivate an appreciation and awareness of
riculum sets out to promote and achieve. the usefulness of
The proposed curriculum aims to: • computers in optimising careers and every-
day living;
• develop a good understanding of basic com-
puter terminology, key • develop higher learning and critical think-
ing skills by the use of
• concepts and competency in the use and op-
eration of a computer; • computer technology resources for problem
solving and for making informed decisions;
• develop knowledge and proficiency in the
major software types • develop strategies for problem solving
which can be transferred to real life situa-
• (both system and application software); tions.
• develop an understanding of ethical, cultur-
al and social issues
• related to computer technology; Hierarchy
• promote responsible use of computer tech-
nology; The hierarchy of the Computer Studies Curric-
ulum is shown in Figure 2.
• develop positive student attitudes towards
computer use that
• support lifelong learning and productivity;
• develop knowledge and proficiency in using
computer programs as

4
 STRAND1: Personal Computer System and Management

Major Learning Outcomes

Students are able to demonstrate skills and understanding of personal computer system and
management by handling personal computers, managing computer files and protecting files.

7 Sub-strands (SS)

SS3
SS1 SS2 Personal
SS4 SS5 SS6 SS7
Hardware Operating File Keyboarding Ethical Issues
Data Storage Computer
components System Management Skills and Society
Software

Key Learning Outcome

Locate,
Purpose and Ethical issues
Operate and How Manage
Understanding functions of Demonstrate related to
and protect
maintain computer of personal the operation
computer keyboarding accessing
hardware data is computer system and
files using file
software basic elements skills data held in
components stored management
of GUI computer
procedures

STRAND 2: Computer Applications

Major Learning Outcomes

Students are able to demonstrate knowledge, skills and understanding of basic skills
in using a word processor, spreadsheet and a single table databases.

3 Sub-strands (SS)
SS1 SS2 SS3
Word-processing Spreadsheet Databases

Key Learning Outcome

Basic skills to produce simple

Basic skills and knowledge of
Basic skills and functions to enter, spreadsheet file containing labels,
the uses and features as well as
edit and format document values and mathematical formulae and
manipulate data in a database
manipulate data in a spreadsheet

FIGURE 2

Years 9-12: Curriculum Organisation by Strand, Sub-strands and Key Learning Outcomes.

5
 STRAND 3: Fundamentals of Computer Programming

Major Learning Outcomes

Students are able to demonstrate knowledge, skills and understanding of problem analysis principles, application of
these principles to planning a computer programme, and writing computer code from a structured diagram.

1 Sub-strand (SS) for Year 9 and 10 3 Sub-strands (SS) for Year 11 and 12

SS1 and SS2 and SS3

Programming Planning for programming Coding a program

Key Learning Outcome

Basic skills and knowledge to Code a given programme from a

Apply principles of planning for a
apply fundamental principles of given structure diagram
computer programming
problem analysis

FIGURE 2

Y9 - Y12: Curriculum Organisation by Strand, Sub-strands and Key Learning Outcomes.

Strands of each strand establish a clear and structured

progression of key learning outcomes that span
The Curriculum Statement is divided into three from Years 9 – 12. They provide an overview of
core strands and seven optional Strands. the expected learning in each strand.

Core Strands: The key learning outcomes may also be wo-

ven together into learning situations that enable
Strand 1: Personal Computer and Management
teachers to develop units of work which best
Strand 2: Using Personal Computer Applications meet and enrich the students’ needs and experi-
Strand 3: Fundamentals of Computer Programming ences. This enables students to see connections
Optional Strands: between the different aspects of the subject.
Strand 4: Computer Graphics and Desktop Publishing
Strand 5: Visual Presentation Learning Outcomes
Strand 6: Digital Images
Strand 7: Internet The key learning outcomes derived from each
Strand 8: Data Integration of the sub-strands and major learning outcomes
outline the knowledge and essential skills which
Strand 9: Website Design
students will develop as they learn Computer
Strand 10: Introduction to Networking
Studies. Most key learning outcomes relate to a
specific content area. The key learning outcomes
Sub-strands and Major also relate to the skills that are essential in im-
proving and developing computer literacy skills
Learning Outcomes and competence.

Each strand has sub-strands and major learn-

ing outcome that develops each general aim of the
Computer Studies Curriculum. The sub-strands

6
Computer Studies. Years 9-12

Strand 1: Personal Computer and Management

Sub-strands:
i. Hardware Components
ii. Data Storage
iii. Operating System
iv. Personal Computer Software
v. File Management
vi. Keyboarding
vii. Ethical issues and Society
Strand 2: Using Personal Computer Applications
Sub-strands:
i. Word Processing
ii. Spreadsheet
iii. Database
Strand 3: Fundamentals of Computer Programming
Sub-strands:
i. Principles of Problem Analysis
ii. Planning for Programming
iii. Coding a Program
Strand 4: Computer Graphics and Desktop Publishing (optional)
Sub-strand:
i. Creating Graphics and Producing desktop publishing documents
Strand 5: Visual Presentation (optional)
Sub-strand:
i. Creating a presentation using any presentation software
Strand 6: Digital Images (optional)
Sub-strand:
i. Processing images
Strand 7: Internet (optional)
Sub-strand:
i. The uses of the internet
Strand 8: Data Integration (optional)
Sub-strand:
i. How to integrate data
Strand 9: Website Design (optional)
Sub-strand:
i. Fundamentals of World Wide Web
Strand 10: Introduction to networking (optional)
Sub-strand:
i. Introduction to Computer Networking

7
 Approaches to Teaching and Learning

The Years 9 to 12 Computer Studies curricu- • Students should be encouraged to discover

lum is concerned with developing mastery of knowledge for themselves and classroom
the common computer applications and conse- exercises should be structured so that stu-
quently the predominant teaching approach is dents can construct their own learning.
drill and practice. These constructivist practices are to en-
courage students to be active learners and
However, a range of other approaches is used
to be in control of their learning.
to ensure the promotion of active learning and
the provision of a stimulating learning environ- • Collaborative learning should be encour-
ment for the students. aged, where students can share ideas in
discussions on class projects and problem
The development of critical thinking and prob-
solve in areas such as databases, program-
lem solving skills is fostered through the inclu-
ming and spreadsheets. Through collabora-
sion of programming, spreadsheets and data-
tion, students can help each other with their
bases and the use of inquiry based approaches.
learning, develop improved esteem and
The use of a project-based approach to learning
confidence and foster social interactions.
is incorporated in optional strands such as the
Internet, Presentations, Computer Graphics and • Class exercises and activities such as proj-
Desktop Publishing. ects should be structured to promote
independent learning by students. Fur-
To promote effective learning, teachers are
thermore, they should promote critical
encouraged and expected to incorporate the
thinking and reflection by students on
following into their repertoire of teaching
what they have learnt.
strategies.
.

Assessment and Evaluation

Assessment is the process of gathering mean- The Years 9 to 12 Curriculum Statement em-
ingful information which is used to make judg- ploys a range of teaching approaches and there-
ments on aspects of the learning cycle such as fore the assessment and evaluation procedures
learners’ performance against the achievement need to reflect the nature of Computer Studies at
objectives, and the quality and effectiveness of these introductory levels. The way assessment is
learning programmes. Assessment and evalua- conducted emphasises the need to gain the skills
tion of teaching and learning of Computer Stud- that are assessed. Written examinations focus on
ies must reflect the principles in the Samoa Sec- the narrow range of knowledge and skills that
ondary School Curriculum Overview Document. can be assessed in written forms. Practical exam-
inations focus on the interactive and hands on
The National Curriculum recognizes the rela-
learning that can be assessed by practical forms.
tionship between the principles and purposes
of the curriculum and methods of assessment. It is important therefore that:
Assessment methods are an important factor in
• a range of assessment procedures is used
influencing and constraining teaching methods.
to provide useful information on students’
The topics that are assessed are seen as import-
progress against the key learning out-
ant.
comes stated in the curriculum;
• skills and knowledge such as independent
8
Computer Studies. Years 9-12

inquiry and many practical skills need to teacher to judge what worked well, how well the
be assessed. These are not easily assessed teaching improved students’ learning and the
by examination and need to be assessed things that need changing to improve the pro-
through school-based activities such as re- gramme or unit for the future.
search projects and practical modules;
Teachers should involve colleagues and stu-
• assessment and evaluation are ongoing dents in the process of evaluation. Students
and help improve the ways in which Com- should be asked for their feedback on how well
puter Studies programmes are meeting the the teaching programme or unit met their learn-
students’ needs; ing needs.
• where appropriate, families and communi-
ties be involved as participants in the as- There are three purposes of assessment:
sessment and evaluation process;
1. Assessment for learning
• students get involved in assessing their own
progress in learning Computer Studies. 2. Assessment as learning
Effective Assessment needs to:
3. Assessment of learning
• be valid, reliable and authentic;
• help students and teachers focus better on Assessment for learning
learning;
Assessment of individual learners’ progress is,
• involve students in worthwhile activities; above all, diagnostic and informative. The pur-
• be rewarding in terms of offering guidance pose of such assessment is to improve teaching
about progress and skills; and learning by diagnosing learning strengths
and weaknesses before teaching and learn-
• give feedback on how and why a student ing commences, and then measuring learners’
understands or progress against defined learning outcomes,
• misunderstands and what direction the and reviewing the effectiveness of teaching pro-
student must take to improve. grammes. The information which teachers re-
cord from these assessments enables clear pro-
Teachers evaluating their programmes or units files of individual learners’ achievement to be
can use information from assessment. Evalua- built. These profiles are used to inform teachers
tion is used to measure the success or otherwise about each learner’s learning and development,
of programmes or units. Evaluation requires a and to provide the basis for feedback to learners
and parents.
Assessment for learning is based on a variety
of student activities. These include: questioning
of and by students; class exercises and activities
involving individual and group work; products
created by learners; projects and portfolios;
teacher observations of learner performance;
discussion; student self-assessment and peer as-
sessment.
Activities such as these give teachers the op-
portunity to give verbal or written feedback to
each student. The feedback is constructive and
encouraging, and aims to build confidence. It is
mainly descriptive, emphasising strengths and
challenges. The information also gives teachers
the opportunity to adjust their own teaching to
ensure students’ learning is proceeding satisfac-
FIGURE 3 torily. No grades or scores are given.
Learning-teaching-assessment cycle.
9
 Assessment as learning in advance what is expected of them – what the
learning goals are, and how achievement of the
A learning outcomes approach to teaching and goals is going to be measured. Assessment tasks
learning requires constant classroom assess- are explicitly linked to the curriculum and class-
ment of learner progress for each clearly defined room programme.
outcome, and constant feedback to learners and
parents. Assessment should be positive and en-
couraging and help learners understand how to Assessment of learning
improve. Assessment is only meaningful when
there is a clear sense of purpose and anticipat- Assessment of learning is summative. It takes
ed outcome – known to both the learner and the place at the end of a learning unit and is usually
teacher. accompanied by a grade or score. It tells the stu-
Students have some ownership of, and take re- dent, parents and the teacher how achievement
sponsibility for, their learning because they know compares with the expected outcome.

Essential Skills
These are the broad skills that are developed Solving problems
throughout the years of schooling. The essential
This involves the use of enquiry and reasoning,
skills are developed as a result of the quality of
gathering data and processing information, pos-
the experiences provided in all classroom and
ing creative solutions and evaluating outcomes.
school activities. They are used by students in all
This is because of most of the tasks students
school activities as well as in their social and cul-
work on will require them to take a concept and
tural environments outside the school. Sāmoa’s
turn into a reality. In order to do this;
National Curriculum Policy Framework specifies
seven essential skills. • identify, describe and re-define problems and
analyse them from different perspectives;
Communicating effectively
• enquire, research and explore options and
Communication underpins all learning and in-
consequences;
cludes reading, writing, speaking and listening,
visual and graphic representation, non-verbal • make informed choices and implement deci-
communication and the use of number and data sions;
to convey meaning.
• evaluate processes, decisions, actions and out-
In Computer Studies this means: students de- comes.
velop the skills to communicate beliefs, ideas,
understanding, options, choices, consequences, Creativity
decisions, and solutions in a range of contexts,
Creativity goes hand in hand with problem
using oral written ad visual language skills.
solving and it is one of the other key skills a stu-
Students are expected to: dents studying computing will need. Since com-
ing up with solutions to problems is almost nev-
• express their needs and feelings clearly and
er a straight forwared process, thinking outside
confidently;
of the box is often required to ensure that deliv-
• respond sensitively to the needs and feelings ering the most innovative and effective solution
of others; takes place.
• listen, assert themselves, advocate, mediate Students in Computer Studies can exercise
and negotiate; imagination, imitative and flexibility as they ex-
• demonstrate skills to discriminate, criticize plore computer programmes.
and analyse, particularly in relation to the in-
formation provided by the media.

10
Computer Studies. Years 9-12

Data Analysis • adapt to new ideas, technologies and situa-

tions;
Basic data analysis skills are important for stu-
dents taking computer studies. • develop constructive approaches to challenge
and change, stress and conflict, competition
Programming success and failure;
This incorporates deep knowledge of algo- • achieve self-discipline and take responsibility
rithms and data structures, and coding skills in for their actions and decisions;
languages like Java, C++, Python, and JavaScript.
Integrating knowledge
Those hoping to improve their coding skills spe-
cifically should consider pursuing formal training. While learning areas are used as the organ-
isers of knowledge, the prime purpose of edu-
Data Analysis cation is for students to understand the world
around them and see the links between the vari-
Basic data analysis skills are important for
ous areas. This requires a deep and thorough un-
students taking computer studies as data plays
derstanding of subjects so the knowledge gained
a key role in many advanced computer studies
can be linked to experience and complex interre-
practices
lated understandings they develop.
Data Visualization Students are expected to:
As crucial as it is to be able to analyze data • develop self-esteem and personal integrity;
effectively, it’s also essential that students can • take responsibility for their own health and
properly visualize data and results in a way oth- safety, including the development of skills for
ers can understand. This includes translating protecting the body from harm and abuse;
raw data into graphs, charts, and other visual
tools to help communicate findings. • participate effectively as responsible citizens
in a democratic society.
Ethics
Using technology effectively
As technology continues to advance students
Technology involves the development of the
in this in this field must develop an understand-
skills and knowledge used to make and construct
ing of ethics and its impact on computer studies.
objects and products used on a daily basis and
in the pursuit of special interests. It also involves
Managing one-self and developing work
the use of technology used to access informa-
and study skills
tion stored electronically. Over time, information
Students need to learn how to manage their technology will become more widely available
time effectively to allow them to pursue person- and be increasingly used in all areas of the cur-
al, spiritual, sporting and academic interests. riculum to create, locate and store information.
They need to know how to resolve conflict in
Students are expected to:
constructive ways that allow all involved to feel
that they have been treated with fairness and re- • collect, analyse process and interpret data and
spect. They need to take personal responsibility use appropriate technologies to present;
for their choices and actions and learn from both • develop sound, honest and reliable working
their mistakes and successes. This includes re- habits;
sponsibility for their personal health and fitness.
• take responsibility for their own work.
Students are expected to develop skills to:
• self-appraise and self-advocate;
• set, evaluate, and achieve realistic personal
goals;
• manage time effectively;
• show initiative, commitment, perseverance,
courage and enterprise;

11
 Values in the Curriculum
Values are deeply held beliefs about what the opinion of others and where outcomes are
is important or desirable. They are expressed accepted as just.
through the ways in which people think and act.
Honesty, in order to ensure that: there is consis-
Like the essential skills, they are central to the
tency and sincerity in what is said and done.
personal development of each individual and
Excellence, in order to ensure that: high
the way the broader society operates. Values are
achievement is valued and celebrated.
not only developed by schools but by the broad-
er community including the media. The school Responsibility, in order to ensure that: stu-
curriculum will help individuals to develop and dents are responsible for their actions and un-
clarify their own beliefs and values. Every deci- dertake actions to assist others.
sion relating to curriculum and every interaction
Respect, in order to ensure that: others are
that takes place in a school reflects the values of
treated with consideration and sensitivity, the
the individuals involved and the collective values
physical environment is maintained and cultur-
of the institution.
al and spiritual values and societal rules are re-
The values that underpin the Samoa curricu- spected by all.
lum include:
Tolerance, in order to ensure that: the differ-
Fairness, in order to endure that: decisions ences and diversity within society are respected
and practices are viewed as having respected and accommodated.

Values in Computer Studies

Values are qualities that learners should devel- Wisdom, excellence and perseverance
op as principles underlying conduct and decision
Students should aim to achieve to the best of
making, while positive attitudes are personal
their ability, learn something worthwhile and
dispositions needed to perform a task well. In
useful, utilising all language skills to research
Computer Studies opportunities for the develop-
topics and issues.
ment of positive values and attitudes are provid-
ed through learning tasks. Examples of positive Responsibility
values include self-esteem, perseverance, inter- Students should be responsible for their own ac-
dependence and tolerance. Learning Comput- tions, be able to assist others, resolve disagree-
er Studies provides opportunities for students ments and conflicts by peaceful negotiations and
to explore, challenge, think critically about and show care and concern for everyone they inter-
clarify their values and attitudes. Through per- act with. They should also be aware of their re-
sonal learning experiences inside and outside sponsibility and obligation for the common good
the classroom, students have a variety of oppor- of humanity in various spheres of life.
tunities to acknowledge the values and attitudes
of others. Schools must provide learners with the Consideration and inclusion
basis on which they can make informed and rea- In their learning, students should be concerned
sonable decisions in the following areas. about themselves and others. They should be in-
Honesty and integrity clusive of, and cooperate with, everyone regard-
less of differences and abilities.
Students should be sincere and honest in what is
discussed or written in relation to information,
issues, topics and genre presented.
Honour and respect
Students should be able to treat others with con-
sideration and sensitivity, and respect another
person’s opinions and beliefs.

12
Computer Studies. Years 9-12

Gender Issues
The Samoa Secondary School Curriculum Over- language where possible. Hence teachers need to
view Document requires education to be gender ensure that all teaching practices and activities
inclusive. Materials should use gender-neutral support this principle.

Inclusive Education
The Ministry of Education, Sports and Culture is knowledge and personal attributes through a ho-
committed to providing high-quality education listic approach to learning is at the centre of all
to all Samoa students within a school culture educational programmes. All students have the
based on respect and acceptance. A key compo- right to be included in their local school where
nent of quality education is the provision of ap- they will have the opportunity to access the rich
propriate programmes for students with special social and cultural setting to best develop the so-
needs or at risk because of social or economic cial and cultural skills necessary to be included
circumstances. The principle that ‘All students in the broader community.
can be successful learners’ recognises that all
Supporting the process of inclusive education
students can succeed when they are provided
with sufficient time, support and effective teach- Inclusive education is a process whereby the
ing. This ensures that the aims of social justice school systems, strategic plans and policies adapt
and equity are seen in practice as all students and change to include teaching strategies for a
irrespective of race, ethnicity, disability or so- wider, more diverse range of children and their
cio-economic background can achieve quality families. Inclusive education means to identify
educational outcomes. a child’s learning style and adapt the classroom
and teaching strategies to ensure high-quality
It acknowledges the right of all students to be
learning outcomes for all members of the class.
successfully enrolled in schools and experience
Everyone is important, unique and valued for
success through participating in inclusive educa-
their contribution to the school.
tional programmes.
Students who are gifted in one or more areas also
Where possible, all student needs should be met
have educational needs. For these students, it is
in mainstream schools as these provide the rich
important that programmes are provided that
social and cultural setting to best develop social
extend their abilities and assist them to develop
and cultural skills necessary to fully operate in
their intellectual, artistic or other talents to their
the broader community.
fullest potential.
For all students the need to cater for their in-
dividual needs and develop appropriate skills,

Time Allocation
The Strands at each year level are minimal
Strands Hours
requirements for all students. From knowledge
of their classes, individual teachers may wish Strand 1 12
to broaden the learning experiences at any year
Strand 2 12
level for some or all of their students.
Strand 3 10
Consideration is also given to the approximate
time in weeks that an average student might re- Optional strand 1 3
quire in order to achieve the objectives, given the Optional strand 2 3
variety of backgrounds that the students may
bring with them to Year 9. Total teaching hours 40

13
 Safety
Students taking computer studies often do not
prioritise their safety while working with com-
puters. Below are some of the safety measures
for students to be aware of:
• do not touch any exposed wires or sockets;
• try not to type continuously for extremely
long periods. Look away from the screen
once in a while to give your eyes a rest.
• do not attempt to open any machines, and
do not touch the backs of machines when
they are switched on
• do not spill water or any other liquid on
the machine, in order to maintain electri-
cal safety. There is a lot of equipment in
computer labs that could short circuit it-
self or cause electric shocks, so one needs
to be very careful;
• log off the machine you were using, at the
end of the period. Shut down computer at
the end of the day. Push chairs up to the
tables;
• try not to touch any of the circuit boards
and power sockets when something is con-
nected to them and switched on.

14
Computer Studies. Years 9-12

Computer Studies Overview of Strands

and Learning Outcomes by Levels
Strands, Sub-strands, Major Learning, Key Learning Outcomes
and Specific Learning Outcomes for Years 9 - 12

Core Strands
(Compulsory)
1. Personal Computer Systems and Management (Y9 – Y12)
2. Using Personal Computer Applications (Y9 – Y12)
3. Fundamentals of Computer Programming (Y9 – Y12)

Optional Strands
(Choose Two)
4. Computer Graphics and Desktop Publishing (Y9 – Y12)
5. Visual Presentations (Y9 – Y12)
6. Digital Images (Y9 – Y12)
7. The Internet (Y9 – Y12)
8. Data Integration (Y10 – Y12)
9. Website Design (Y12)
10. Introduction to Networking (Y12)

15
16
STRAND 1: PERSONAL COMPUTER SYSTEM AND MANAGEMENT

MAJOR LEARNING OUTCOME

Students are able to demonstrate skills and understanding of personal computer system and management
by handling personal computers, managing computer files and protecting files.

Sub-strand 1: HARDWARE COMPONENTS

YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

The purpose and the uses of com- The purpose of hardware compo- Operate and maintain the hardware Components inside the computer
puter when they: nents when they: component when they: box when they:

• Explain what a computer is; • Give a simple definition of each • Name and describe a component • Define and describe the role of the
component and describe the inter- of a personal computer; components found inside desktop
• Explain why we need computer actions between the components; Range: computer box;
studies
Range: system unit Range:
Range: system unit input device (mouse, keyboard), Motherboard
Computer for school mouse output devices (visual display Power supply
Computer for work keyboard unit, speakers) Processor (CPU)
• Discuss what we can do using screen monitor/ visual display Central Processing Unit (CPU) Memory (RAM & ROM)
computer; unit); motherboard Hard Disk drives
hard disk drives Optical CD/DVD drives;
• Describe the two types of computer • List other components that can be
RAM
Range: connected to a personal computer; • Understand the function of ex-
ROM
Laptop Range: pansion slots to enhance the PC’s
flash drives, CDs
Desktop printer capabilities;
speaker • Describe the function of the com- Range:
• Name and identify basic electronic ponents;
CPU Expanded memory
hardware components of a computer; digital camera Modems
Range: • Explain how data flow among CPU,
webcam Sound cards
system unit main memory and input/output
scanner Graphics
mouse devices;
flash drives; Network card
keyboard Video card;
screen monitor/ visual display
unit;
 Sub-strand 1: HARDWARE COMPONENTS
YEAR 9 YEAR 10 YEAR 11 YEAR 12

• Identify the optional features which can be • Identify different computer • Describe the use of the keys What connects to the computer
connected to a computer; tasks; on a QWERTY keyboard; when they:
Range: Range: Range:
speakers watch movies Function keys (identify • Define and describe the role of
scanners type documents location) the basic components that con-
printers send e-mails Control keys (Ctrl, Alt, Shift) nect to a desktop computer box;
flash memory drives listen to music Document keys (Home, End, Range:
cameras (digital, video, web), USP; create a PowerPoint presen- Insert, Delete) keyboard
tation Numeric keypad (Num Lock); pointing device/mouse
• Define and describe the role of the basic
create a website, etc.; monitor
components of a desktop computer; • Describe and maintain the
printer
Range: • Name and identify input, output, environmental conditions re-
system unit storage, communication device; quired by a computer system; How the different components of
monitor (VDU) a computer system work together
• Give examples of input, output, • Identify simple hardware faults
keyboard when they:
storage and communication and suggest solutions;
mouse/pointer device; devices; Range: • Define and describe peripheral
• Identify different computer tasks; power loss
• Explain the use of the mouse; devices which can be connected
Range: watch movies, type documents, send loose or disconnected plugs; to a computer;
Range:
e-mails, listen to music etc.;
right click • Discuss power supply prob- Range:
• Categorize the components into input left click lems in our country, the speakers
device, output device, storage device and double click possible effects on personal scanners
processing device; scroll; computers and steps that can flash memory drives
be taken to overcome the cameras (digital, video, web)
• Use the mouse appropriately: • Explain other electronic devices; problems; Projector
Range: right click, left click, double click, scroll; Range: cellphones, iPod, tablets, multifunction devices
Range:
laptops, ipad; (printer/scanner/photocopier);
power surge
• List environment conditions required by the
• Differentiate cold start and spikes • Understand and describe;
computer system;
warm start; brown out
Range: keep it cool, keep it clean, keep it dry; Range:
blackout
• Describe and maintain the en- USB slots/ports
UPS;
• Explain the difference between cold start vironmental conditions required HDMI (High Definition Multi-
and warm start; by a computer system; media Interface)
VGA
• Demonstrate turning the computer on and Fire Wire;
off (shut down);

17
18
Sub-strand 2: DATA STORAGE
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10 YEAR 11 YEAR 12

Storage concept when they: Storage concept when they: Storage concept when they: Storage concept when they:
• Define a data; • Define Primary memory and • Define storage concept; • Describe the two memories (RAM and ROM);
Secondary memory; Range: Range:
• Explain different storage
devices; ASCII code Volatile vs non-volatile
• Explain the differences be-
Binary codes Magnetic
Range: tween RAM and ROM;
Bits and bytes Optical;
flash memory drive
• Describe the technology em- Kilobytes
hard disk drive • Describe the flow of information between memory
ployed with memory and disk Megabytes and
CD, DVD (RAM, ROM, Hard Disk Drive);
storage, their advantages and Terabytes;
external hard drive Range:
disadvantages;
RAM, ROM. • Describe ROM as Read Only volatile vs non-volatile
• Describe memories RAM, Memory used by the operat- magnetic
ROM and disk storage, their ing system; optical;
purpose and the flow of • Describe RAM memory and • Explain storage concepts and the relation between them
information between them; its purpose in the processing in terms of simple ASCII code and binary numbers;
• Explain storage concept; of information; Range:
Range: ASCII code
• Differentiate between RAM
bit and byte. Binary codes
and ROM;
Bits and bytes
Range: Kilobytes
volatile and non-volatile Megabytes and terabytes;
memory
• Describe other forms of data that are stored;
• Describe the flow of infor-
Range:
mation between memory.
graphical (bitmap, jpeg)
video (avi, mpg)
audio (wav, mps);
• Describe data compression techniques;
Range:
lossy and loseless
• Differentiate between lossy and loseless compression
techniques
 Sub-strand 3: OPERATING SYSTEM
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10 YEAR 11 YEAR 12

The purpose and functions of the op- The purpose and functions of the op- The purpose and functions of the op- The purpose and functions of the op-
erating system when: erating system when: erating system when: erating system when:

• Define Operating System; • Explain Operating System • Define Operating System (system • Describe the desktop computer’s
software); operating system and its six func-
• Describe features of a computer • Give examples of operating system; tions;
desktop monitor; Range: • Explain the general function of the
Range:
Range: Windows operating system;
Processor management
start button Linux • Explain disk-based operating sys- Memory management
icon DOS tem; Device management
background etc;
Range: Storage management
display; • Describe basic elements of GUI computer Application interface
• Explain what GUI is; (Graphical User Interface) User Interface;
• Explain the difference between
Range: • Identify and describe chip-based
• Identify a basic elements of GUI disk-based and chip-based operat-
mouse pointer and click actions and disk-based operating systems;
(Graphical User Interface); ing system;
icon
Range: Range:
menu • Explain why GUI is user friendly;
mouse pointer and click actions digital cameras
toolbars Range:
icon gaming systems
command buttons mouse pointer and click actions
menu digital media players
check list boxes icon
toolbars cellphones
option buttons menu
command buttons calculators;
dialog boxes. toolbars
check list boxes • Explain disk-based operating sys-
command buttons
option buttons tem;
check list boxes
dialog boxes.
option buttons Range:
dialog boxes computer
tree structure. • Explain the elements and concepts
of GUI and give examples.

19
20
Sub-strand 4: PERSONAL COMPUTER SOFTWARE
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10 YEAR 11 YEAR 12

The purpose of different types of The purpose of different types of The purpose of different types of The purpose of different types of
computer software when they: computer software when they: computer software when they: computer software when they:

• Define computer software; • Explain the relationship between • Differentiate between system • Explain purpose of application
hardware and software; software (operating system) and software and give examples;
• Explain the difference between application software; Range:
hardware and software. • List examples of application soft-
Word-processing (Word) etc.
ware; • Describe purpose of common
Spreadsheet (Excel) etc.
Range: application software;
Database (Access) etc.
Word Range: Programming (Java) etc.
Excel Word-processing Graphics (Photoshop) etc.
Access Spreadsheet PowerPoint etc.
PowerPoint Database. Communication (Outlook) etc.
Publisher etc.;
• Give example of common applica-
tion software;
Range:
Word-processing
Spreadsheet
Database.
 Sub-strand 5: FILE MANAGEMENT
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10 YEAR 11 YEAR 12

File Management proce- The purpose of file management when The concept of creating files The importance of protect and packing-up
dure when they: they: when they: computer files when they:
• Define a file; • Differentiate between a file and a folder; • Describe the purposes of • Explain the concept of Creating a File by using
• Define a folder; file management; the SAVE Option;
• Explain file management;
Range: folders, files, hierar-
• Explain the differences • Search a file using an appropriate SEARCH
• Explain the importance of labeling directo- chies;
between a folder and a character;
ries/folders;
file; • Explain the use of labeled
• Describe file/folder naming convention;
• Describe the importance of naming files directories (folders) and the
• Explain file manage- advantages of grouping files Range: (txt, exe, xls, doc, mdb, pdf);
with descriptive and meaningful names;
ment; within them; • Create, locate and display the contents of
Range: file, folder, hierar- • Identify different panes of Windows Ex- directories (folders);
plorer; • Create, locate and display
chy structure, file path
Range: folders, files, all content; the contents of directories • Read the file directories and identify path-
• Explain the importance (folders and files); ways;
of labeling directories/ • Demonstrate navigating along Range: file hierarchy and file
folders; the file hierarchy; • Copy, rename, and move files to different
pathway, file address, file
Range: file address/pathway; directories (folders) and delete a file;
• Explain the need to use extensions;
descriptive and mean- • Demonstrate file management operations; • Open a file from a folder; • Explain the importance of regularly saving and
ingful names when nam- Range: create, open, close, copy, rename, backing-up files;
ing files/folders; moving, deleting a file or folder • Copy, rename and move
files to different directories • Handle storage media appropriately so as to
• Identify the different • Demonstrate appropriate handling of flash (folders) and delete a file; avoid damage;
panes in Windows Ex- drives and CDs so as to avoid damage; Range: CDs, flash/external device;
plorer; • Explain the difference be-
• Explain the difference between Save and tween Save and Save As; • Explain why computer system need protecting
Range: Save As; against computer viruses using appropriate
folders, files, • Explain anti-virus proce- anti-virus software;
all contents; • Explain why it is important to save regularly; dures to protect data and a
personal computer; • Name an anti-virus software;
• Demonstrate file man- • Explain what a virus is;
agement operations; Range: what it is, what they • Explain how computers can be damaged or
• Explain the function of an anti-virus are, how to prevent viruses;
Range: create, open, copy, destroy by the following;
program.
rename, move, delete, Range: malware, virus, cyber-attacks, spyware;
close.

21
22
Sub-strand 6: KEYBOARDING SKILLS
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10

File Management procedure when they: File Management procedure when they:
• Name and Identify keys on a QWERTY keyboard; • Name and Identify keys on a QWERTY keyboard;
Range: Range:
Function keys Function keys
Control keys (Ctrl, Alt, Shift) Control keys (Ctrl, Alt, Shift)
Document keys (Home, End, Insert, Delete) Document keys (Home, End, Insert, Delete)
Numeric keypad (Num Lock); Numeric keypad (Num Lock);
• Label keys on a QWERTY keyboard; • Label keys on a QWERTY keyboard;
Range: function, document, numeric keypad, alphanumeric; Range: function, document, numeric keypad, alphanumeric;
Demonstrate understanding of keyboarding skills when they: Demonstrate understanding of keyboarding skills when they:
• Identify the positions of each letter on the keyboard; • Identify the positions of each letter on the keyboard;
• Demonstrate how to correctly finger all the characters on the keyboard; • Demonstrate how to correctly finger all the characters on the keyboard;
• Demonstrate how to correctly place their fingers on the home keys; • Demonstrate how to correctly place their fingers on the home keys;
• State the correct fingering of the following keys; • State the correct fingering of the following keys;
Range: semi-colon, full-stop, comma, slash; Range: semi-colon, full-stop, comma, slash;
• Demonstrate the use of the shift key to produce capital letters and sym- • Demonstrate the use of the shift key to produce capital letters and symbols;
bols;
• Demonstrate the correct way to turn on and off the Caps Lock key;
• Demonstrate the correct way to turn on and off the Caps Lock key;
• Demonstrate typing of capital letters;
• Demonstrate typing of capital letters;
• Demonstrate input of written information while looking at the monitor;
• Demonstrate input of written information while looking at the monitor;
• Demonstrate copied written information while looking at the texts being copied;
• Demonstrate copied written information while looking at the texts being
copied; • Demonstrate the correct fingering for the numbers zero to nine;

• Demonstrate the correct fingering for the numbers zero to nine; • Demonstrate the input of numeric information from the numeric keypad.

• Demonstrate the input of numeric information from the numeric keypad.

 Sub-strand 7: ETHICAL ISSUES AND SOCIETY
Students are able to demonstrate skills and understanding of:

YEAR 9 YEAR 10 YEAR 11 YEAR 12

The impact of computers The impact of comput- The impact of computers in society with The impact of computers in society with reference to
in society with reference ers in society with ref- reference to legal, ethical and social legal, ethical and social issues when they:
to ethical issues when erence to legal, ethical issues when they:
they: and social issues when • Identify and discuss legal and ethical issues;
• Differentiate between ethical and legal Range: individual privacy, intellectual property, cor-
they:
• Define ethical issues; issues; porate confidentiality, piracy, copyright, security and
• Define ethical and protection;
• Identify different ethical • Explain and discuss different ethical
legal issues;
issues; issues; • Demonstrate how these controls the responsibility of
Range: • Discuss different ethi- Range: people in accessing data at all times;
Software piracy cal issues; Individual privacy
• Discuss the changing nature of work and enterprises
Individual privacy; Range: Corporate confidentiality
due to the availability of computers;
Software piracy Information piracy, copyright piracy
• Explain the advantages Range: employment, telecommuting, virtual office, video
Copyright (information/software/music etc.);
and disadvantages of conferencing, EFTPOS, ATM;
Individual privacy;
using a computer in your • Give examples of ethical/unethical
home; • Explain how computer issues; • Discuss equity issues relating to computers;
are used in your com- Range: Range: gender, disability and culture.
• Explain the negative munity; Individual privacy People’s responsibility when they:
and positive impacts of
Corporate confidentiality
computers in society. • Discuss the impacts of • Describe key roles within the information and soft-
Information piracy
computers in society; ware technology;
Copyright piracy
Range: (information/software/music, etc.); • Examine the contribution of people to the field of
negative
positive. • Identify and discuss the impact of information and software technology;
computers with reference to Samoa Range: Project Manager, System Analyst, Software Engi-
in particular and possible effects on neer, Network Engineer, Multimedia Specialists;
society; • Contribution of people to maintaining computer
Range: Hardware/Software;
Employment opportunities Range: programmers, data entry operators, technicians
Further education such as repair, maintenance, support staff such as help
Communication desk, training specialists, users.
(e-mail and promotion).

23
24
STRAND 2: USING PERSONAL COMPUTER APPLICATIONS
MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of basic skills in using a word processor, spreadsheet and a single table database

Sub-strand 1: WORD PROCESSING

YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

Word-processing principles and termi- Functions of a word processor when Functions and uses of a word proces- Functions and uses of word processor
nology when they: they: sor when they: when they:

• Define word processor; • Explain word-processing term; • Explain the difference between
• Discuss principles of word pro-
cessing; a text processor and a document
• Identify advantages and disadvan- • List common word-processing
processor;
tages of using a word processor; tasks; Range:
document creation, retrieval • Understand the principles of
• Open and exit word-processing • Range: letter, memo, assignment, editing word-processing;
program; timetable; formatting Range: document creation, retrieval,
• Identify icons and apply common • Identify and apply selected format- storing editing, formatting, storing, printing;
formatting options; ting icons; printing
Range: Range: business and personal use; • Define current word-processing
bold, italics, underline bullets, • Identify at least two word-process- concepts;
fonts and font sizes automatic numbering ing programs; Range:
paragraph alignments Increase/decrease indentations, spell-check
line spacing line spacing; • Identify toolbars and ribbons; thesaurus
bullets/numbering; Range: menu, formatting, standard; wysiwyg
• Define indentation - increase and
• Identify icons and apply common decrease; • Explain word-processing terms; word-wrapping;
editing options; Range: spell check, thesaurus, • Understand font terminology;
• Edit text using simple command
Range: wysiwyg, grammar error, font type, Range:
options;
delete, copy and paste, sizes(points), style, proportional and font, type (serif, sans-serif)
Range: fixed spacing, word wrap;
cut and paste; size (point)
delete
• Name the ribbons where the • Select appropriate fonts. style (bold, italics, underline)
copy and paste
selected common formatting and proportional and fixed spacing.
cut and paste
editing options are found; find and replace.
 Sub-strand 1: WORD PROCESSING
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

• Define word wrap; • Change font, font size Access and exit from a word-processing program Command options when they:
and font colour; and make equipment adjustments when they:
• Insert text; • Identify and demonstrate the use of common
• Change line spacing; • Load and exit a word-processing program; command buttons and options depending on
• Select or highlight
Range: • Open and close files; word processor version used.
text;
single line spacing Word-processing principles and functions to enter, edit
Range: certain consec- • Use the help features.
1.5 line spacing and format document when they:
utive characters, words, double line spacing; Word-processing principles and functions to enter,
sentence, paragraph, • Enter and edit text, format text;
block of text; • Name and apply the four edit and format text when they:
Range: select, move, cut, copy, paste, search, find,
text alignments; • Demonstrate their ability to use the cursor
• Copy and paste se- replace text, text box, columns, undo, redo;
Range: left, right, center, and insert/type-over functions;
lected text; • Format paragraphs;
justify, Insert and edit
• Cut and paste select- a picture/shapes; • Enter and edit text; Range: margins, tabulation, alignment, line spac-
ed text; Range: highlight (select), cut, copy, paste, drag ing,indenting, bullets and numbering;
• Select paper size (e.g.,
and drop, backspace, delete, undo, redo. • Format pages;
• Insert and edit a pic- A4);
ture from clipart; • Format text; Range: page numbering, margins, headers and
• Name the two types of
Range: resize, crop, Range: bold, underline, italic, alignment, footers, orientation, borders and shading;
paper orientation;
move to a different increase indent, decrease indent, bullets and • Create tables
location; • Change paper orienta- numbering, paragraph, line spacing, page
Range: insert, draw, add, delete,
tion; borders;
• Save file with or with- column and row adjustment, merging and splitting
out changes; • Define word wrap; • Use search, find and replace options; cells;

• Set new margins; Use word-processing principles and functions to

operate system features and produce files when • Select appropriate fonts;
• Save file with or without they: • Use common word-processing tools;
changes; • Use tab setting options; Range: spell-checking, thesaurus, dictionary, mail
Range: left, right, center, decimal merge.
• Create tables Use word-processing data security procedures when
Range: insert, draw, add, delete, they:
column and row adjustment, merging and split- • Explain why files should be regularly saved while
ting cells. working.

25
26
Sub-strand 2: SPREADSHEET
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

Spreadsheet principles and terminology Functions of a spreadsheet when they: Uses of spreadsheet when they: Spreadsheet when they:
when they:
• Explain features of a spreadsheet; • Describe the advantages of using a • Understand cell referencing/ad-
• Define spreadsheet; Range: spreadsheet; dressing;
• Explain the advantages of using a column, rows, cells, • Identify at least two different • Identify cell types;
spreadsheet; name box, worksheet, spreadsheet programs; Range: text/label, numbers/value,
sheet tab,
• Identify features of spreadsheet; formulae;
formula bar; • Identify cell references;
Range: columns, rows, cells, name • Explain the advantages of using a File containing labels, values and mathe-
• Identify cell types;
box, worksheet, sheet tabs, etc. spreadsheet; matical formulae when they:
Range: labels, values, formulae.
• Name a spreadsheet program
• Name and list different spread- Produce a simple file containing labels, • Use spreadsheet functions to enter
used at your school (or any other
sheet programs; values and mathematical formulae when and edit formulae;
spreadsheet program if your school
is not using computers); • Identify cell references; they: Range:
• List different spreadsheet pro- • Load and exit a spreadsheet program;
• Name cell types; Function (SUM, AVERAGE,
grams; Range: text/labels, number/value, COUNT, COUNTA, IF-ELSE,
• Open and close files;
formulae MAX, MIN, PRODUCT);
• Open and close files;
• Use the help features;
• Load and exit spreadsheet pro- • Load and exit a spreadsheet pro- Standard Mathematical Opera-
• Demonstrate the ability to move tions (ADD, SUBTRACT, DIVIDE
gram; gram;
the cursor through the spread- and MULTIPLY, PERCENTAGE);
• Identify cell references; • Open and close files; sheet;
Range: Cell dddressing (absolute and
• Name cell types; • Demonstrate data input to create a
arrow keys, home, Relative);
Range: text/labels, number/value, simple spreadsheet;
Ctrl + home,
formulae; • Demonstrate the ability to move using the mouse Format (cell width, justification,
• Demonstrate the ability to move the cursor through the spread- • Use spreadsheet formulae to calcu- text and number format (decimal,
the cursor through the spread- sheet; late values; dollar, percent), merge and cen-
sheet; Range: ter, borders and shading, wrap
Range: operators (addition, subtrac-
Range: arrow keys, home, Ctrl + arrow keys, home, tion, multiplication, division) formulae text, auto-fill;
home, using the mouse. Ctrl + home, (relative cell reference), functions
using the mouse. (SUM, AVERAGE, MIN, MAX, Undo, redo.
COUNT, COUNTA, PRODUCT).
 Sub-strand 2: SPREADSHEET
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

• Create a proper spreadsheet • Apply spreadsheet formulae to calcu- Format spreadsheets when they: Manage worksheets when they:
layout; late values; • Create a proper spreadsheet lay- • Demonstrate ability to manage
Range: Range: out; worksheets;
cell width Operators (ADDITIONS, SUBTRAC- Range: cell width, alignment, text and Range:
alignment TION, MULTIPLICATION, DIVI- number formats (decimal, dollar and copy, paste
text and number SION); percent), merge and center, borders auto-fill
formats (decimals, dollar and and shading, text wrapping. name/rename/delete/
percent) Formulae (relative cell reference); insert worksheets;
merge and center Manage spreadsheet files when they:
borders and shading, Function (SUM, AVERAGE, MIN, • Demonstrate data-integrity prac-
text wrapping; MAX; • Demonstrate the ability to manage tices;
files; Range: compare data with source.
• Demonstrate the ability to man- • Create a proper spreadsheet layout;
Range: create, name, save, copy,
age files; Range: cell width, alignment, text and • Print a page or range of cells;
rename, abandon changes, locate di-
Range: create, name, save, copy, number format (decimal, dollar and rectories (folders), display directories Range: preview, orientation.
rename, abandon changes, locate percent), merge and center, borders and (folders), content, locate files;
directories (folders), contents, shading, text wrapping. Manipulate the data in the spreadsheet
locate files. • Identify entry errors;
Manage spreadsheet files when they: when they:
Range: compare data with source,
#DIV/0! #NAME? ####;
• Demonstrate the ability to manage • Graph cell ranges within a spread-
files; • Print selection of the spreadsheet; sheet with appropriate labels using
Range: create, name, save, copy, rename, Manipulate data in a spreadsheet when default settings;
abandon changes, locate directories they:
(folders), content, locate files; • Select data from different location
• Graph cell ranges within a spread- to graph;
• Name and Identify entry errors; sheet;
Range: compare data with source, Range: column, bar, line, pie. Range: column, bar, pie, line;
#DIV/0! #NAME? ####
• Apply “what if” analysis to a
• Print a selection of the spreadsheet; spreadsheet;
• Graph cell ranges within a spread- • Sort a range(s) of data on a given
sheet; column.
Range: column, bar, line, pie.

27
28
Sub-strand 3: DATABASES
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

Database principles and terminology Uses and features of databases when they: Uses and features of databases when they: Uses and features of databases when they:
when they:
• Describe the advantages of using a • Describe the advantages of using a • Define a database management
• Define database; database; database; system;
• Describe the advantages of • Name and list a database program; • Identify at least two database • Differentiate between a database
using a database; programs; management system and a data-
• Compare a flat file as a database with base file;
• Name and list database pro- one table of rows (records) and col- • Compare a flat file as a database
grams; umns (fields) to a Relational database; with one table of rows (records) • Describe the advantages of using a
and columns (fields) to a Relational database;
• Identify database object; • Identify database objects; database;
Range: tables, reports; Range: tables, query, form, reports; • Describe a database table as a
• Define a Database Management collection of rows (records) and
• Create a simple table; • Create a simple table; System; columns (fields);
• Edit a table; • Create a field; • Differentiate between a Database • Identify fields sizes and type;
Range: delete, add, edit a record, Management System and a data-
• Name and save a table; Range: text, number, date/time, auto
delete a field; base file; number;
• Switch object view; • Edit a table;
Range: delete, add, edit a record, delete • Identify database objects; • Create tables;
Range:
a field; Range: tables, query, form, reports; Range:
Design view
Fieldnames
Datasheet view; • Switch object views; • Switch object views;
Data types
• Sort data; Range: Range: Descriptions;
Design view Design view
Range: Manipulate data in a database when they:
Datasheet view; Datasheet view
Ascending
Report view. • Enter or edit records in a table/
Descending; • Sort data;
Table when they; forms;
• Identify data types; Range:
Ascending Range: insert or delete a row (record)
Range: auto number, text, num- • Create fields;
Descending; or column (field), enter, modify, undo
ber, date/time, currency; • Identify data types etc.; data.
• Explain a primary key; • Identify data types etc.; Range: auto number, text, number,
Range: auto number, text, number, date/ date/time, currency, yes/no;
• Set a primary key; time, currency, yes/no;
 Sub-strand 3: DATABASES
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

• Explain a primary key; • Identify field properties; • Create SQL (Structured Query Language) statements;
Range: decimal, field size, validation Range: SELECT, FROM, WHERE, ORDER BY, (ASC and DESC),
• Set a primary key;
rule, validation text; AND, OR, Logical and Comparison Operators IF-ELSE;
• Explain a query; • Explain and set a primary key; • Create a Query;
• Create, name and save a sim- Range: Design View, SQL view, Criteria AND/OR, Conditional
• Edit a table;
ple query; Operators, Logical Operators, Sort (Asc, Desc);
Range: delete, add, edit a record, de-
• Create, name and save a lete a field; • Create a crosstab query;
report using wizard. • Name and save a table. • Sort a table and/or query;
QUERIES when they: • Use functions in query wizard, query design and SQL;
• Explain the purpose of a query with/ Range: Count, Average, Sum, Max, Min.
without a criteria; Manage database files when they:
• Create a simple query in design view; • Understand the need for data integrity practice;
Range: SORT ascending, descending;
• Demonstrate data integrity practices;
• Rung a query. Range:
REPORTS when they: Compare data with source
Input controls;
• Explain the purpose of a report;
• Create reports;
• Create a report with the Report
Wizard; • Print reports and query outputs;

• Sort data; • Create forms.

Range: Exporting/importing data between computer applications when they:
Ascending
• Export data from a database to a spreadsheet;
Descending;
• Name and save a report; • Import tables and graphs from a spreadsheet to a word processor;

• Review and print a report. • Produce a simple report document incorporating data/graphs
from a spreadsheet and/or database.

29
30
STRAND 3: FUNDAMENTALS OF COMPUTER PROGRAMMING

MAJOR LEARNING OUTCOME

Students are able to demonstrate skills and understanding of problem analysis principles, application of these principles
to planning a computer programme and writing computer code from a structured diagram.

Sub-strand 1: PRINCIPLES OF PROBLEM ANALYSIS

YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

Fundamental principles of computer pro- Apply fundamental principles of problem Apply fundamental principles of problem Apply fundamental principles of problem
gramming and terminology when they: analysis when they: analysis when they: analysis when they:
• Define computer programming; Explain problem analysis and decision
• Define problem; • Apply problem analysis and deci-
making to different situations; sion making to problems;
• Explain the purpose of a computer • Define algorithms;
programming; Explain a logic flowchart;
• Apply principles of logic flowcharts
• Define a solution; Range: in relation to problem solving;
• Give an example of a computer
• Explain problem analysis; start, process, input, output, decision
programming language; • Identify suitable algorithms to pro-
Range: (loop, if, else), end.
Range: duce a solution.
Java • Problem and analysis;
Apply principles of planning for a com-
Python
• Apply simple problem analysis and puter programme when they:
Pascal
Cobol solution making;
• Research problems in terms of
C++ etc.; • Explain and identify a simple logical input/output requirements;
• Explain the role of a Computer flowchart;
• Evaluate the suitability of develop-
Programmer; Range: start, process, input, output, ing a computer programme to solve
end. a problem.
 Sub-strand 2: PLANNING FOR PROGRAMMING
YEAR 9 YEAR 10 YEAR 11 YEAR 12

Students are able to demonstrate skills and understanding of:

Apply principles of planning for a Apply principles of planning for a computer pro- Apply principles of planning for a computer
computer programming when they: gramming when they: programming when they:
• Draw a simple logical flow • Plan problem analysis; • Name a feature of a good computer
chart for a given problem. program;
• Write logic flowchart;
• List features of good computer pro-
• Apply problem analysis; grams;
• Apply principles of logic flowcharts in relation • Write problems in terms of input/out-
to problem solving; put requirements.
• Draw a simple flow chart for a given problem; Apply features of a computer programme
that would solve a problem;
• Write suitable algorithms to produce a solu-
tion; • Design the suitability of developing
a computer programme to solve a
• Write an algorithm for a given problem. problem.

Sub-strand 3: CODING A PROGRAM

YEAR 12
Students are able to demonstrate skills and understanding of:
Coding a given programme from a given structure diagram when they: • Use a simple text editor to code simple program using programming language
available in your school;
Range: Computer programs operate using a variety of data structures; Range:
JAVA
Within this range: Python
C/C++, etc.
• Define & assign data types of variables; • Display the full range of file management skills in creating the code files, and
Range: string, int, double, Boolean, char; word-processing skills in writing the code;

• Define & assign data type to constants. FINAL keyword. • Write program code as a solution to fulfill the given requirements of a problem.

31
 Optionlal Strands

STRAND 4: COMPUTER GRAPHICS AND DESKTOP PUBLISHING

MAJOR LEARNING OUTCOME
Students are able to demonstrate knowledge, skills and understanding of basic skill of computer graphics, and
features of desktop publishing to produce desktop publishing documents.

Sub-strand: Copmuter Graphics

YEARS 9 - 12
Students are able to demonstrate skills and understanding of:
Using a computer graphics program to show basic drawing skills when they:
• Plan the steps required to produce graphics;
• Demonstrate basic drawing skills;
Range: line oval, circle, rectangle, square, polygon, curve, text.

Drawing a picture using a computer graphics program when they:

• Use graphics to represent what is planned;
• Use graphics to demonstrate transformed images;
Range: move, resize, reshape, flip, rotate, modify level relative to other images, modify line weight,
delete.

Using painting methods when they:

• Use graphics to demonstrate painting skills;
Range: brush, pencil, spray, erase, fill.

Printing computer graphics when they:

• Preview and print images;
• Set the printer to the appropriate resolution to print the image.

The uses and features of desktop publishing on a personal computer when they:
• Identify uses of desktop publishing;
• Demonstrate the principles of page layout appropriate to the document being produced;
• Identify desktop publishing and graphics applications;
Range: PageMaker, Microsoft Publisher, Paint, Photoshop, Escape, Scribus.

Producing desktop oublishing documents when they:

• Load and exit a desktop publishing program;
• Use the Help features;
• Load a pre-formatted word-processed document onto a desktop publishing document and edit
and reformat appropriately;
• Insert a graphic, resize and move it to an appropriate place in the document;
• Use shapes, headlines, multi-columns, text flow and other available options to enhance the docu-
ment;
• Add and remove pages as required without loss of essential data.

32
Manage desktop publishing files when they:
• Identify the menu options;
Range: retrieve, edit, format, save and print;
• Demonstrate the ability to manage files;
Range: create, name, save, copy, rename, abandon changes, locate directories (folders), display direc-
tory (folder) contents and locate files;
• Print documents;
• Open and close files.

STRAND 5: VISUAL PRESENTATION

MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skill, knowledge and basic skills of the uses of computer
presentation software, i.e. Microsoft PowerPoint.

Sub-strand: PowerPoint Presentation

YEARS 9 - 12
Students are able to demonstrate skills and understanding of:
Computer presentation when they:
• Identify the advantages of computer based presentations;
• Identify a common presentation program;

Planning and outlining a presentation for a specific purpose when they:

• Create an outline of the presentation.

Creating a presentation when they:

• Construct a presentation based on the outline;
• Using various features to enhance presentation;
Range: animations, colour schemes, slide transitions, template (slide layout);

• Deliver the presentation.

Make a printout of the presentation when they:

• Print a presentation;
Range: slides, handouts (slides per page), notes pages.

33
 STRAND 6: DIGITAL IMAGES
MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skill, knowledge and basic skills
of process digital images so as to change the properties of the original image.

Sub-strand: PROCESSING IMAGES

YEARS 9 - 12
Students are able to demonstrate skills and understanding of:
Identifying and using suitable image processing software when they:
• Import standard digital images into an image processing application;
• Save the image using a different format;
• Understand the differences between different image formats;
Range: bmp, jpg, gif.

Using imaging software to modify image properties when they:

• Change image size and orientation;
Range: rotation, resizing, cropping;

• Change colour intensity;

Range: brightness, intensity, gamma correction;

• Alter an image;
Range: sharpen, red-eye reduction, pixilation, blur, filter effects.

Using image software to produce image collages and panoramas when they:
• Merge two or more images to produce a new collage;
Range: cut, copy, paste, move;

• Use imaging software to produce a panoramic view;

• Add text to an image;

Savind processed images and export them to other applications when they;
• Import a processed image into another application;
Range: word processor, DTP application, web page;

34
 STRAND 7: THE INTERNET
MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skill,
knowledge on the proper use of the internet for research and communication.

Sub-strand: THE INTERNET

YEARS 9 - 12
Students are able to demonstrate skills and understanding of:
Creating, sending and receiving e-mail and online research when they:
• Become aware of the Internet as valuable resource of information;
Examples: online encyclopedias, reference sites, news sites, etc.;

• Identify commonly used search engines;

Examples: Google, Yahoo, MSN, Lycos, etc.;

• Differentiate between reliable and unreliable sources of information;

• Use logical operators to refine a search.

Conducting online research when they:

• Successfully search the internet with a variety of methods on a chosen topic;
• Create a final document base on the search;
Range: word-processed report, web page, presentation;

• Create a bibliography based on the search to support the final document.

Planning the use of e-mail when they:

• Plan the steps to be followed and justify the tools to exchange e-mail messages;
• Describe the operating environment and basic system configurations;
• Understand e-mail addressing;
Range: user name, @, ISP address.

Creating e-mail when they:

• Identify and load e-mail software;
• Write message headers and appropriate content;
• Address the message correctly;
Range: single and multiple recipients;

• Ensure the message conforms to organization standards;

• Attach a document to the e-mail message;

Send, receive, organize and save e-mail when they:

• Send an e-mail message as part of the research and show evidence that the message has been
successfully delivered;
Range: sent items folder;

35
 • Delete incoming messages;
• Be aware of the danger of viruses in attachments;
• Display and print incoming e-mail;
Range: message, attached document, inbox;

• Identify the origin of incoming e-mail;

• Respond to incoming message using available application features;
Range: reply, forward, flag, block, delete, print;

• Organise e-mail messages and attachments;

Range: save, rename, copy, delete, locate, directory (folder), display directory (folder) contents, locate.

STRAND 8: DATA INTEGRATION

MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skills, knowledge of integrating data
from a range of sources such as word processor, spreadsheet and database program.

Sub-strand: INTEGRATE DATA

YEARS 10 - 12
Students are able to demonstrate skills and understanding of:
Integrating data from a range of sources in order to solve problems when they:

• Enter data given into appropriate programs;

Range: spreadsheet and database, and paste them onto a word-processing file;

• Perform specific tasks based on given data;

Range: graphs, tables, queries etc.;

• Copy/cut contents of a spreadsheet file and database file paste them onto a word-processing file;
Range: graph, table, data.

36
 STRAND 9: DESIGN SIMPLE WEBSITES
MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skills, knowledge of using
a webpage generator to build a simple 3-page website.

Sub-strand: THE FUNDAMENTALS OF THE WORLD WIDE WEB

YEAR 12 (only)
Students are able to demonstrate skills and understanding of:
Describing, in general terms, the world wide web when they:

• Describe the history of WWW and the Internet;

• Describe the basic structure of the “web”;
• Understand and define fundamental concepts of the world wide web (WWW);
Range: domain names, URL, ISP.

Building a simple web site using a web page generator when they:

• Build a simple 3 page website;

Range: index/home page, linked pages, hyperlinks;

• Inset and format text;

Range: standard word-processing format options;

• Insert pictures and other graphics;

• Display an understanding of the need to keep images small but visually clear;
Range: jpeg photos, gif files, resizing photos in imaging software;

• Use tables to anchor pictures to text.

Previewing and publishing web pages when they:

• Preview web pages in a browser. Examples: Internet Explorer, Firefox, Opera, Netscape, etc.;
• Understand how web pages are published to a web site;
Range: ISP, domain names, web addresses.

Understand the problems of delivering information over the Internet when they:

• Understand the difference between dial-up, broadband and wireless connections;

• Understand the problems of displaying images, video and sound;
Range: download speeds, image compression, audio compression.

37
 STRAND 10: INTRODUCTION TO NETWORKING
MAJOR LEARNING OUTCOME
Students are able to demonstrate understanding of skills, knowledge of basic components
of a network and set up a very simple one in a computer laboratory.

Sub-strand: INTRODUCTION TO NETWORKING

Year 12 (only)
Students are able to demonstrate skills and understanding of:
Basic components of a computer network when they:

• Define computer network;

• Give examples of computer network;
• Discuss the advantages of a computer network over the idea of having stand-alone computers in a lab;
Range: share resources – hardware e.g., printer, software e.g., programs, files; security purposes e.g., avoid
invasion of personal privacy; limited privileges e.g., unauthorized users cannot access certain/confidential
information;

• Discuss the disadvantages of a computer network;

Range: cost, training, need for a network administrator;

• Identify the basic network components usually referred to as the building blocks;
Range: at least two computers, network interface card (NIC), connection medium, network operating
system;

• Describe with examples each of the basic components required for a simple network.
Identify network topologies when they:

• Define the word “topology”;

• Identify some of the network topologies;
Range: ethernet, star, ring;

• With the use of diagrams, explain how each of the three topologies works;
• Wide Area Networks (WANs) vs Local Area Networks (LANs).
Plan a computer network when they:

• Go through a sample basic network plan;

• Plan a simple network;
• Briefly explain what is done at each step of the network plan;
• Present a plan to the class.

38
Terms and Definitions

Accessories Carpal Tunnel Syndrome

Additional hardware or software to be used by the computer. A disease of the wrists often caused by using poor keyboard
posture at a computer for long periods of time.
Active cell Cartridge Tape Drive
The cell that is currently selected and is shown with a frame A storage device that uses tape cassettes to store data.
around it.
CD-ROM
Alt A metal disk that spins around inside the computer with laser
A key, on the keyboard that is used in combination with other heads that move around the disk to read information or data.
keys to provide extra functions. Cell
Part of a table or spreadsheet where a column and row in-
Application
tersect.
Software Written to do a certain function. (e.g. word proces-
sor, calculator or solitaire game). Cell address
The combination of the column address and the row address
Ascending that indicates the exact location of a cell.
Sort order where A is at the top of the list. Clicking
ASCII Pressing the left mouse button, used to highlight an item.
American Standard Code for Information Interchange - a Column
method for encoding characters in the computer. A part of a table or spreadsheet: the vertical set of data.
Assembly Language Computer
A language made to help programmers write in a level above- A machine system capable of accepting, storing, processing
machine language, but still rather primitive. and outputting data input by a user. or An electronic device,
Average operating under the control of instructions stored in its own
Statistical function that calculates the mean of a set of num- memory unit, which can accept data, process data arithmeti-
bers. cally and logically, produce output from the processing and
store the results for future use.
Back up
The process in which the user moves all important data to Computing
a secondary device for safekeeping.or The act of writing the The act of performing calculations.
data and information to a second device for safekeeping. or Content
The redundant files saved on the secondary device. A Help tool tab which gives you the list of topics contained
Backspace in help.
For deleting one space to the left of the cursor. Contents
Binary What is contained in an area such as a cell in a spreadsheet.
A mathematical system that has two cases: 0 or 1. Copy
Bit Makes a copy of the selection and places it on the clipboard.
A single binary number. Copying
Border Making a second copy of a file, folder or application on anoth-
A tool that allows you to place a box around text or numbers. er device or area.

Borders CPU
Frames put around a table, cell, or page. Central Processing Unit, the brain of the computer made up
of integer and floating point units.
Bullet
A character inserted before text to emphasize the text. Ctrl
Used in combination with other keys to extend the function-
Byte ality.
Eight bits or eight binary digits.
Cut
Bytes Removes the selection from the document and puts it on the
This is the memory unit of the computer used for processing clipboard.
and storing data and instructions.

39
 Data Representation Function
The way a number or text is stored in a computer. A function is a formula that manipulates numerical data.
Database Function Keys
A collection of information. Programmable keys which perform special operations in
many applications (e.g., F1, F2).
Datasheet view
View in Access that allows you to view or enter actual data Hard Drive
into the data base. Also called the C:\ Drive. This is used to save all work to the
computer itself. OR A device that stores settings, programs
Delete
and the operating system while the computer is off. It is sim-
Removal of whatever is selected.
ply a multitude of metal disks that spin around inside the
Descending computer, with heads that move around those disks. Those
Sort order where the letter Z is first in the list. heads read and write data to the metallic disks.

Desktop Hardware
The screen area which is first presented to the user. The physical parts of a computer that you can touch and feel.
Any computer machinery that performs information pro-
Directory cessing functions. This is in contrast to the Software.
Similar to a drawer which holds different folders and files.
Input
Diskette The process of entering data into the computer, such as scan-
A secondary storage device useful for transporting data from ning or keyboarding.
one computer to another. Also called “floppy disks,” see also
FLOPPY DRIVE. Input Devices
Any part of the computer which is used to transfer data into
Editing a computer system for storage and processing e.g.: keyboard.
The process of altering a document.
Internet
Email The electronic network that connects the computers togeth-
Electronic mail: a tool that allows you to send and receive er. A network of networks of millions of computers commu-
messages over theInternet. nicating with each other.
Enter key Keyboard
When this key is pressed it tells the computer to accept the An input device for characters and numbers.
instruction.
Machine Language
Ergonomics The lowest level of computer language written in numeric
The body of knowledge whose application is the design of form.
tools, machines, systems, tasks, jobs, and environments for
safe, comfortable and effective use. Megabytes
A unit of memory equal to 2 raised to the 20th power, or
ESC Key 1024576 bytes.
In most applications used to cancel and to back out of the
process. Microprocessor
This is the central processor of a personal computer. They are
Field identified by numbers such as 8086, 286, 386, 486, 586 and
One data item in a database. 686.
Files Modem
Documents created by an application. Device that converts signals from digital to analog and analog
Flat file to digital for transmission and receiving, so that the digital
A file in which all data is stored within one table. data of a computer may be transmitted using analog signals
over the telephone network.
Floppy Drive
A device on the front of the computer which accepts a dis- Monitor
kette on which files can be saved or from which programmes An output device that features the display screen.
can be installed. Usually the A:/ drive. Mouse
Folder An input device used to position the cursor on the screen.
Similar to a manila folder which holds different documents Operating System
(files) as well as other folders. See also DIRECTORY. The parts of the computer system that control the hardware
Font functions and interface with the application software.
A style of type. Output Devices
Formatting Any part of the computer which is used to output any data or
The process of changing the appearance and layout of a doc- information e.g., printer.
ument. Paste
Formatting disk drive Enters whatever is on the clipboard into the current docu-
The process that removes all information from a drive and ment.
puts the sector cylinder marks in.

40
Computer Studies. Years 9-12

Printer Software
An output device that transfers data to paper. Programs that give the instructions to the computer as to
what is to be done.
Programming
The process of writing code or an application for a computer. Sort
Organizing data in order, either alphabetical as A-Z or Z-A or
Query
if numerical, largest to smallest or reverse.
A request whose response will be a list of records or fields of
records in the database that satisfy that request. Spreadsheet
A grid of columns and rows.
RAM
Random Access Memory, The part of the computer storage Surge protector
system that stores programs and data during processing only A device that stops any large power surges entering the com-
as electricity flows through it. puter from the power supply.
Range Text
When more than one cell is selected in a spreadsheet the list Any data that contains letters and numbers; it can not be
of cell address is called the range. used in arithmetic expressions.
Record UPS (Uninterruptible Power Supply)
A set of data items related to each other. A battery which is capable of supplying temporary power to
the system when the main power fails. The advantage of this
ROM (Read Only Memory)
is to give the user time to save work before the computer is
This is the memory chip that permanently stores instructions
shut down.
and data. When the computer is turned off, this memory still
retains the information. Virus
A software program designed to deliberately damage the
Root Directory
hardware, files or software of your computer, transmitted by
In a hierarchy of files and folders, the root directory always
diskettes, mail, or web downloads, and transformed to dam-
appears at the top level.
age the host machine or transmit itself to other machines.
Search Engine
Web
The tool that performs the search on the web based on web
Short for World Wide Web
page content e.g., Google, Yahoo.
Web Browser
Shift Key
A tool provided by some sites that allows you to search the
Used to type capitals and the top row characters. Can also be
Web for desired information.
used in combination with ALT, CTRL and/or the function keys
to provide extra functions.

41
 Recommended Texts

Spreadsheet Skills
By Lois Anderson and David Esterman
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ISBN: 0333 41656 2

Database Skills
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ISBN: 0333 41660 0

Spreadsheet Projects in Excel for Advanced Level

By Julian Mott and Ian Rendell
Publisher: Hodder & Stoughton Education
ISBN: 0 340 80007 0

Database Projects in Access for Advanced Level

By Jualian Mott and Ian Rendell
Publisher Hodder & Stoughton Education
ISBN: 0 340 80007 0

Click on to Computing
By Julia Hallas
Publisher: Pearson Education New Zealand Limited

ISBN: 0582 71894 5

42
Computer Studies. Years 9-12

43