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GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

INFORMATION COMMUNICATION TECHNOLOGY L4

CODE: INCT4

2012

Examinations and Assessment Guidelines: INCT4


TABLE OF CONTENTS

1. Introduction 3 2. The GETC-ABET Level 4 Qualification 4 3. Unit Standards for INCT4 Learning Area 7 4. LTSM in PALCs 18 5. Weighting of the Specific Outcomes and Assessment Criteria 18 6. Core Knowledge Areas 18 7. Taxonomies used in scaffolding questions 24 8. Site-Based Assessment (Formative) 24 8.1 Structure of SBA Tasks 25 8.2 Exemplar SBA Tasks 26 9. External Assessment (Summative) 46 9.1 Structure of a question paper 46 9.2 Exemplar question paper 47 10. Promoting the Principles of quality assessment practices 61



1. INTRODUCTION This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment. The INCT4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education. Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the INCT4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted. While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching. The document also contains the GETC-ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined. This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC-ABET Level 4 examinations and assessment has a bearing on this document. All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the INCT4 learning area will be greatly appreciated. 2. THE GETC-ABET LEVEL 4 QUALIFICATION The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification. SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELD



National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS

SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26 The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale: Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities. The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and

workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification. Recognition of Prior Learning: The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to



determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent. The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component. Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS

1. One Official Language: 23 Credits 2. Mathematical Literacy: 16 Credits OR 3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS

Academic Learning Areas:

1. Human and Social Sciences: 23 Credits 2. Natural Sciences: 15 Credits 3. Economic and Management Sciences: 21 Credits 4. Arts and Culture: 17 Credits 5. Technology: 11 Credits 6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits 8. Ancillary Health Care: 45 Credits 9. Small, Medium and Micro Enterprises: 17 Credits 10. Travel and Tourism: 38 Credits 11. Information Communication Technology: 23 Credits 12. Early Childhood Development: 26 Credits 13. Wholesale and Retail: 30 Credits

OPTION 1

( 5 Learning Areas) OPTION 2

( 6 Learning Areas) OPTION 3

( 7 or more Learning Areas) TWO Fundamentals ONE Core and TWO Electives

TWO Fundamentals ONE Core and THREE Electives

TWO Fundamentals ONE Core and FOUR Electives

If you choose mathematics and mathematical sciences in the fundamentals component then you

must have a minimum total of 51 credits in the electives component.



Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community. UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 3. UNIT STANDARDS FOR WHRT4 LEARNING AREA The INCT4 Learning Area comprises the following unit standards: SAQA US ID US TITLE CREDITS 9357 Develop and use keyboard skills to enter text 4 116932 Operate a personal computer system 3

116933 Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations

3

116938 Use a Graphical User Interface (GUI)-based word processor to create and edit documents

4

117943 Install a Personal Computer (PC) peripheral device, in a GUI environment 2

117902 Use generic functions in a Graphical User Interface (GUI)-environment 4 117867 Managing files in a Graphical User Interface (GUI) environment 3 TOTAL: 23 SAQA US ID US TITLE CREDITS 9357 Develop and use keyboard skills to enter text 4 PURPOSE OF THE UNIT STANDARD Purpose People credited with this unit standard are able to use keyboard techniques to key in alpha and numeric text, symbols, and special characters, using a standard alpha-numerical keyboard; identify and remedy technique errors; apply keyboard techniques and ergonomic practices to avoid overuse injuries; and produce sentences and paragraphs containing alpha and numeric text, symbols and special characters. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in: � Communication skills at least at General Education and Training (GET) level.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Develop keyboard techniques to key-in alpha and numeric text, symbols,and special characters. OUTCOME NOTES Develop keyboard techniques to key-in alpha and numeric text, symbols, and special characters, using a standard alpha-numeric keyboard. OUTCOME RANGE Forearm, wrist, hand and fingers, posture, location of guide keys, automatic response to key location, use of fingering pathways and key striking motion for keyboard used. ASSESSMENT CRITERION 1 Text entry settings established for line spacing, font size, and page margins are consistent with information provided and output required. . ASSESSMENT CRITERION 2 Text entry functions are identified and used to produce output in accordance with information provided and output required. ASSESSMENT CRITERION RANGE Entry functions may include but are not limited to - shift, caps lock, enter, space bar, backspace, tab, cursor keys, delete, insert, over type; evidence is required for six entry functions. ASSESSMENT CRITERION 3 Keyboard techniques are used to key-in short passages of 150 keystrokes containing alpha and numeric text, symbols, special characters, and incorporating punctuation, in accordance with information provided and output required. ASSESSMENT CRITERION 4 Keyboard techniques developed are appropriate to the keyboard system adopted, and are within the physical capabilities of the keyboard operator.

SPECIFIC OUTCOME 2 Identify and remedy technique errors. ASSESSMENT CRITERION 1 All keyboarded text is proof-read and errors are identified. ASSESSMENT CRITERION 2 Analysis of keyboard techniques applied and text output produced is used to identify technique errors. ASSESSMENT CRITERION 3 Remedial techniques are applied to achieve improved keyboard skill and quality of text output.

SPECIFIC OUTCOME 3 Apply keyboard techniques and ergonomic practices to avoid overuse injuries ASSESSMENT CRITERION 1 Positioning of fingers, wrists, forearms, and back, in relationship to the size, slope and type of keyboard being used, is consistent with occupational health and safety guidelines for keyboard operators. ASSESSMENT CRITERION 2 Overuse syndrome prevention techniques are demonstrated in relation to posture and technique in accordance with occupational health and safety guidelines for keyboard operators. ASSESSMENT CRITERION 3 Concepts of ergonomic practice relating to keyboard are explained in accordance with occupational health and safety guidelines for keyboarding errors. ASSESSMENT CRITERION RANGE Examples of ergonomic factors may include but are not limited to room temperature, humidity, ventilation, workstation location and design, chair design and height, acoustics and noise level, lighting, positioning of power cables, positioning of keyboard and screen, screen background colour, screen brightness control, reduction of screen glare and radiation, screen tilt, copyholder type and position, use of footrests, anti-static furnishings; explanation is required for five ergonomic factors.

SPECIFIC OUTCOME 4 Produce sentences and paragraph containing alpha and numeric text, symbols and special characters. ASSESSMENT CRITERION 1 Keyboard techniques are used to key-in alpha entries containing a minimum of 150 words (750 keystrokes), in accordance with information provided and output required. ASSESSMENT CRITERION 2 Keyboard techniques are used to key-in text containing alpha and numeric entries, symbols and special characters, of a minimum of 1 000 keystrokes, in accordance with information provided and output required.



SAQA US ID US TITLE CREDITS 116932 Operate a personal computer system 3

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to be able to operate a personal computer either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: � Start up and shut down a personal computer system using standard and non standard methods. � Change the configuration of a personal computer. � Use personal computer operating system functions. � Use operating system utilities. The performance of all elements is to a standard that allows for further learning in this area. This unit standard is intended for people who need to be able to operate a personal computer either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: � Start up and shut down a personal computer system using standard and non standard methods. � Change the configuration of a personal computer. � Use personal computer operating system functions. � Use operating system utilities. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in: � Communication skills at least at General Education and Training (GET) level. UNIT STANDARD RANGE � This standard is applicable to Graphical User Interface and Text Interface based operating systems. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Start up and shut down a personal computer system using standard and non standard methods. ASSESSMENT CRITERION 1 The computer is powered up according to the manufacturers' instructions. ASSESSMENT CRITERION 2 Errors experienced are explained and appropriate action is taken to correct the error. ASSESSMENT CRITERION 3 The computer "boots up" to the point where it is ready to use. ASSESSMENT CRITERION 4 User login information is correctly entered. ASSESSMENT CRITERION RANGE This only applies to computers where, login information is required. ASSESSMENT CRITERION 5 The computer is shut down according to the manufacturers' instructions. ASSESSMENT CRITERION RANGE Using the mouse, and/or using the keyboard to shut down. ASSESSMENT CRITERION 6 The computer is switched off according to the manufacturers' instructions. ASSESSMENT CRITERION RANGE Order of switching off ASSESSMENT CRITERION 7 Examples of situations when a non-standard start-up should be used and the method for performing this operation is demonstrated.

SPECIFIC OUTCOME 2 Change the configuration of a personal computer. OUTCOME RANGE At least two of: date, time, volume controller, display properties, desktop theme, screen saver, screen pixel resolution, keyboard language. ASSESSMENT CRITERION 1 The configuration function is described in terms of purpose and use. ASSESSMENT CRITERION 2 The configuration function is selected using an appropriate process. ASSESSMENT CRITERION RANGE The process is dependent on the particular operating system being used. ASSESSMENT CRITERION 3 The configuration is changed.

ASSESSMENT CRITERION 4 The use of the configuration function produced the anticipated outcome.

SPECIFIC OUTCOME 3 Use personal computer operating system functions. OUTCOME RANGE At least three of: format any disk, install software, install hardware, uninstall software, print screen (screen print). ASSESSMENT CRITERION 1 The function is described in terms of purpose and use. ASSESSMENT CRITERION 2 The function is selected using an appropriate process. ASSESSMENT CRITERION RANGE ASSESSMENT CRITERION 3 The function is used according to the manufacturer's instructions. ASSESSMENT CRITERION 4 The use of the function produced the anticipated outcome.

SPECIFIC OUTCOME 4 Use operating system utilities. OUTCOME RANGE At least two of: Diskcopy, Scandisk, Recycle Bin, Calculator, File editor. ASSESSMENT CRITERION 1 The system utility program is started. ASSESSMENT CRITERION 2 Appropriate input is given to the utility. ASSESSMENT CRITERION 3 The use of the utility achieves the anticipated outcome. ASSESSMENT CRITERION 4 The utility is closed.



ASSESSMENT CRITERION RANGE At least 2 examples must be given ASSESSMENT CRITERION 8 Examples of situations when a non-standard shut-down should be used and the method for performing this operation is demonstrated. ASSESSMENT CRITERION RANGE At least 1 example must be given



SAQA US ID US TITLE CREDITS 116933 Use a Graphical User Interface (GUI)-based presentation application to

create and edit slide presentations 3

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit slide presentations using a Graphical User Interface (GUI)-based presentation application either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: � Demonstrate an understanding of the use of presentation applications. � Create a new slide presentation. � Produce a slide presentation from given text. � Format a slide presentation. � Edit a slide presentation. � Check spelling and grammar in a slide presentation. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in the following: � Communication skills at least at General Education and Training(GET) Level. � ID 116932: Operate a personal computer system, NQF Level 1. � ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF Level 1. UNIT STANDARD RANGE � This standard is applicable to any presentation application that runs on any Graphical User Interface(GUI) operating system. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria.




SPECIFIC OUTCOME 1 Demonstrate an understanding of the use of presentation applications. ASSESSMENT CRITERION 1 Presentation applications are defined in terms of its purpose and use. ASSESSMENT CRITERION 2 Presentations produced using a presentation application are provided with relevant examples. ASSESSMENT CRITERION RANGE At least two examples

SPECIFIC OUTCOME 2 Create a new slide presentation. OUTCOME RANGE When creating new presentations, the name of the new presentation must allow the presentation to be easily identified in terms of its purpose and content. ASSESSMENT CRITERION 1 The presentation application program is opened to enable capturing of presentation information. ASSESSMENT CRITERION 2 A new slide presentation is created to present given data. ASSESSMENT CRITERION RANGE Minimum 2 slides, default template, no formatting. ASSESSMENT CRITERION 3 Saving presentations is explained in terms of its purpose and the destination of the saved filed. ASSESSMENT CRITERION 4 The presentation is saved with a specific name in a specific folder. ASSESSMENT CRITERION RANGE At least two different methods of saving a presentation.

SPECIFIC OUTCOME 3 Produce a slide presentation from given text. OUTCOME RANGE Minimum of 5 slides. ASSESSMENT CRITERION 1 A slide presentation is produced from given text. ASSESSMENT CRITERION 2 The presentation is saved regularly to avoid loss of data. ASSESSMENT CRITERION 3 The benefits of saving a file in different formats are explained with examples. ASSESSMENT CRITERION RANGE Formats: Template, graphic/image, RTF, HTML, slide show, other software versions, other software types. ASSESSMENT CRITERION 4 A presentation is saved in a different format. ASSESSMENT CRITERION RANGE At least two of: template, graphic, RTF, HTML, slide

SPECIFIC OUTCOME 4 Format a slide presentation. OUTCOME RANGE Minimum 5 slides ASSESSMENT CRITERION 1 A layout is applied to each slide. ASSESSMENT CRITERION RANGE At least: Presentation title, bullet list. ASSESSMENT CRITERION 2 A design style is applied to the whole presentation.

SPECIFIC OUTCOME 5 Edit a slide presentation. ASSESSMENT CRITERION 1 New text is inserted into a slide to update slide information. ASSESSMENT CRITERION 2 Text is selected and de-selected for manipulation in an existing presentation. ASSESSMENT CRITERION RANGE Method of selection: Either keyboard or mouse. Selection text: Word, line of text, entire slide. Manipulation includes but is not limited to: Move, copy, delete. ASSESSMENT CRITERION 3 A new slide is added to a presentation with a specific layout. ASSESSMENT CRITERION 4 Text is located in a presentation by using application seaching features. ASSESSMENT CRITERION 5 The background colour of the slide presentation is changed. ASSESSMENT CRITERION 6 The design style of the slide presentation is changed. ASSESSMENT CRITERION 7 Changes are made to text to improve readability or correct grammer/spelling.

SPECIFIC OUTCOME 6 Check spelling and grammar in a slide presentation. ASSESSMENT CRITERION 1 Text is checked automatically while entered, for spelling and grammar mistakes. ASSESSMENT CRITERION 2 Text is selected and checked for spelling and grammar mistakes and corrections are made. ASSESSMENT CRITERION RANGE Word, paragraph, slide.



ASSESSMENT CRITERION 5 An existing presentation is opened and closed. ASSESSMENT CRITERION 6 The presentation application is closed.

show, other software versions, other software types.

ASSESSMENT CRITERION RANGE At least four of: Font style, font size, colour, shadow, alignment, line spacing.



SAQA US ID US TITLE CREDITS 116938 Use a Graphical User Interface (GUI)-based word processor to create and

edit documents 4

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career in the ICT industry. People credited with this unit standard are able to: � Demonstrate an understanding of the principles of word processing. � Create, open and save documents. � Produce a document from given text. � Format a document. � Edit a document. � Check spelling and grammar in a document. � Adjust the display characteristics. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in: � Communication skills at least at General Education and Training(GET) level. � ID 116932: Operate a personal computer system, NQF level 1. � ID 117902: Use generic functions in a Graphical User Interface (GUI)-environment, NQF level 1. UNIT STANDARD RANGE � This standard is applicable to any word processor application that runs on any Graphical User Interface(GUI) operating systems. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria.




SPECIFIC OUTCOME 1 Demonstrate an understanding of the principles of word processing. ASSESSMENT CRITERION 1 Word processing is defined in terms of its purpose and use. ASSESSMENT CRITERION 2 Documents that can be produced using a word processor are provided, with relevant examples. ASSESSMENT CRITERION RANGE At least three examples. ASSESSMENT CRITERION 3 The benefits of using a word processor for producing documents are explained. ASSESSMENT CRITERION RANGE At least three benefits.

SPECIFIC OUTCOME 2 Create, open and save documents. OUTCOME RANGE When creating new documents, the name of the new document must allow the document to be easily identified in terms of its purpose and content. ASSESSMENT CRITERION 1 The word processing program is opened. ASSESSMENT CRITERION 2 The parts of the word processor window are described in terms of their features and use. ASSESSMENT CRITERION RANGE At least 2 of: Menu Bar, Toolbar, Status Bar, scroll bar, ruler. ASSESSMENT CRITERION 3 A new document is created. ASSESSMENT CRITERION 4 Saving documents is explained in terms of its purpose and the destination of the saved

SPECIFIC OUTCOME 3 Produce a document from given text. ASSESSMENT CRITERION 1 A document is produced with the required data from given text. ASSESSMENT CRITERION 2 The document is saved regularly to avoid loss of data. ASSESSMENT CRITERION 3 The benefits of saving a file in different formats are explained. ASSESSMENT CRITERION RANGE At least two of: RTF, Text, HTML, other software versions, other software types. ASSESSMENT CRITERION 4 A document is saved in a different format. ASSESSMENT

SPECIFIC OUTCOME 4 Format a document. ASSESSMENT CRITERION 1 A paragraph is manually formatted. ASSESSMENT CRITERION RANGE Alignment, justification, line spacing, indentation, paragraph spacing, line and page break control, hyphenation. ASSESSMENT CRITERION 2 Text is manually formatted. ASSESSMENT CRITERION RANGE At least three of: Font (type, size, style - italic, bold, underlined), font colour, font effects (shadow, small capitals, outline, strike-through, superscript, subscript).

SPECIFIC OUTCOME 5 Edit a document. ASSESSMENT CRITERION 1 . Data is inserted into a document. ASSESSMENT CRITERION RANGE Method of input: insert, typeover; type of data: text, special characters, page break. ASSESSMENT CRITERION 2 Text is selected for manipulation and de-selected. ASSESSMENT CRITERION RANGE � Method of selection: keyboard, mouse. � Selection text: word, line of text, sentence, paragraph, entire document. ASSESSMENT CRITERION 3 Text is manipulated. . ASSESSMENT CRITERION RANGE Move, copy, delete.

SPECIFIC OUTCOME 6 Check spelling and grammar in a document. ASSESSMENT CRITERION 1 Text is entered and corrected automatically while entering. ASSESSMENT CRITERION 2 Text is checked for spelling and grammar and corrections made based on judgement. ASSESSMENT CRITERION RANGE Word, paragraph, document. ASSESSMENT CRITERION 3 Words are added to the custom dictionary.

SPECIFIC OUTCOME 7 Adjust the display characteristics. ASSESSMENT CRITERION 1 The page view mode is changed. ASSESSMENT CRITERION RANGE Any three of: normal, web, print layout, outline, draft, multi-page. ASSESSMENT CRITERION 2 The document view is increased and decreased. ASSESSMENT CRITERION RANGE Using a zoom feature. ASSESSMENT CRITERION 3 Toolbars are removed and added. ASSESSMENT CRITERION 4 Ruler is viewed and



filed. ASSESSMENT CRITERION 5 The document is saved with a specific name in a specific folder. ASSESSMENT CRITERION RANGE At least two different methods of saving a document. ASSESSMENT CRITERION 6 The document is closed. ASSESSMENT CRITERION 7 An existing document is opened. ASSESSMENT CRITERION 8 The word processing program is closed.

CRITERION RANGE At least two of: RTF, Text, HTML, other software versions, other software types.

ASSESSMENT CRITERION 4 The format of selected text is copied to other text. ASSESSMENT CRITERION RANGE Selected text may be any of: word, line of text, sentence, paragraph, entire document. ASSESSMENT CRITERION 5 Text is located and replaced in a document.

removed. ASSESSMENT CRITERION 5 Non-printing characters are displayed and removed.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards. Moderation Process: � Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.



SAQA US ID US TITLE CREDITS 117943 Install a Personal Computer (PC) peripheral device,

in a GUI environment 2

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to be able to operate a personal computer either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: � Physically connect a peripheral device directly to a PC. � Setup device drivers for a peripheral device in a GUI environment. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in: � Communication skills at least at General Education and Training (GET) level. � Operate a personal computer system (ID 116932 - NQF level 1). � Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1). UNIT STANDARD RANGE � This standard is applicable to any peripheral that is connected directly (not via a LAN) to a Personal Computer (PC) running any Graphical User Interface (GUI) operating systems. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. � The candidate can choose any one of the following peripheral devices, but is not limited to this list: Any type of PC printer, plotter or scanner.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Physically connect a peripheral device directly to a PC. ASSESSMENT CRITERION 1 The type of device is described in terms of its technology in relation to its output quality and speed. ASSESSMENT CRITERION 2 The consumables for the type of device are identified. ASSESSMENT CRITERION RANGE Depending on type of device: paper (type, size, method of paper feed), ink, colour ink, laser cartridge, ribbon. ASSESSMENT CRITERION 3 The affect on the environment, of typical peripheral device consumables are identified. ASSESSMENT CRITERION RANGE Depending on type of device: paper (type, size, method of paper feed), ink, colour ink, laser cartridge, ribbon. ASSESSMENT CRITERION 4 The device is powered on according to the manufacturer`s instructions. ASSESSMENT CRITERION 5 Communication is established between the device and the computer. ASSESSMENT CRITERION 6 The device is powered off according to the manufacturer`s instructions.

SPECIFICOUTCOME 2 Setup device drivers for a peripheral device in a GUI environment. ASSESSMENT CRITERION 1 The chosen peripheral device is installed on the computer. ASSESSMENT CRITERION 2 The default device is explained in terms of its use and benefits. ASSESSMENT CRITERION 3 The default device is selected. ASSESSMENT CRITERION 4 The device properties are altered. ASSESSMENT CRITERION RANGE One of (as applicable or similar): Paper/image size, orientation, input source, resolution. ASSESSMENT CRITERION 5 A test operation is performed on the installed device to show output. ASSESSMENT CRITERION RANGE Depending on type of device, one of the following: a test page, test scan, test plot

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: � Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. This cover but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour. � Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.



SAQA US ID US TITLE CREDITS 117902 Use generic functions in a Graphical User Interface

(GUI)-environment 4

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to produce and edit documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: � Use the desktop of a Graphical User Interface (GUI)-based operating system. � Use the features of a GUI Window. � Use of the Help facility in a GUI environment. � Use a pointing device in a GUI environment. � Use generic print options in a GUI environment. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in: � Communication skills at least at General Education and Training (GET) Level. � Operate a personal computer system (ID 116932 - NQF Level 1). UNIT STANDARD RANGE � This standard is applicable to any application that runs on any Graphical User Interface(GUI) operating systems. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Use the desktop of a Graphical User Interface (GUI)-based operating system. OUTCOME RANGE Any GUI applications available to the learner can be chosen for this outcome. ASSESSMENT CRITERION 1 Graphical User Interface (GUI)-based operating systems are defined and an example of a Graphical User Interface (GUI)-based operating system is given. ASSESSMENT CRITERION 2 The main components of a "desktop" of a Graphical User Interface (GUI)-based operating system are described. ASSESSMENT CRITERION RANGE Any two of: � ICONs, Taskbar (or action bar), Background, Themes, Display settings, Activation button (Start). ASSESSMENT CRITERION 3 The term "ICON" is described and standard icons identified on the GUI "desktop". ASSESSMENT CRITERION RANGE Any two of: � My Computer, My Documents, Network

SPECIFICOUTCOME 2 Use of the features of a GUI Window. OUTCOME RANGE Any GUI applications available to the learner can be chosen for this outcome. ASSESSMENT CRITERION 1 Different types of windows are described and an example given for each one described. ASSESSMENT CRITERION RANGE Any 3 of: � Modal/Non-Modal, pop-up, warning, error, information, application. ASSESSMENT CRITERION 2 An application is started from the Start Menu. ASSESSMENT CRITERION 3 The parts of a window are described in terms of their features and use. ASSESSMENT CRITERION RANGE Any 4 of: � Title Bar, Minimize Button, Maximize Button, Restore Button, Close Button, Menu Bar, Toolbar, Status Bar. ASSESSMENT CRITERION 4

SPECIFIC OUTCOME 3 Use of the Help facility in a GUI environment. ASSESSMENT CRITERION 1 Different methods to launch the HELP facility in a GUI application are explained. ASSESSMENT CRITERION RANGE Menu option, key. ASSESSMENT CRITERION 2 The HELP facility is launched. ASSESSMENT CRITERION 3 Different methods of finding information within the HELP facility are explained. ASSESSMENT CRITERION RANGE Any 2 of: � Content, Index and Seach. ASSESSMENT CRITERION 4 Different methods of finding information within the HELP facility are demonstrated. ASSESSMENT CRITERION RANGE Any 2 of: � Content, Index and Seach.

SPECIFIC OUTCOME 4 Use a pointing device in a GUI environment. OUTCOME RANGE Any one of: � Mouse, trackball, touchpad, touchscreen. ASSESSMENT CRITERION 1 Different methods to select objects by using the device are demonstrated. ASSESSMENT CRITERION RANGE Single-click, Double-click, Alternate click. ASSESSMENT CRITERION 2 Different methods to select groups of objects by using the device are demonstrated. ASSESSMENT CRITERION RANGE Device + (Range), Device + (Multiple individual). ASSESSMENT CRITERION 3 A method of displaying device setting is demonstrated. ASSESSMENT CRITERION RANGE Any 2 of: � Content, Index and Seach. ASSESSMENT CRITERION 4

SPECIFIC OUTCOME 5 Use generic print options in a GUI environment. ASSESSMENT CRITERION 1 An object is previewed in print format. ASSESSMENT CRITERION 2 How to change various print options before printing an object are demonstrated, explaining the effect of each. ASSESSMENT CRITERION RANGE Select the printer, number of copies, collate sequence. ASSESSMENT CRITERION 3 Different methods of altering various printer properties are demonstrated, to allow formatting of printing output. ASSESSMENT CRITERION RANGE Methods are: � From within Print Options or "Page setup". � Printer properties are: Paper size, orientation, paper source, resolution. ASSESSMENT CRITERION 4 Different methods of printing within any chosen application package are demonstrated, to allow formatting of printing output to a desired requirement. ASSESSMENT CRITERION RANGE Methods are:



Neighbourhood/My Network Places. ASSESSMENT CRITERION 4 ICONS are rearranged on the "desktop", showing the different options. ASSESSMENT CRITERION RANGE Any two of: � Auto arrange, manual, by file type, aligned. ASSESSMENT CRITERION 5 A desktop short-cut (ICON) is created. ASSESSMENT CRITERION RANGE One of: � Text document, presentation file, spreadsheet file. ASSESSMENT CRITERION 6 The elements on the Start Menu are described in terms of their purpose. ASSESSMENT CRITERION RANGE Any two of: � Programs, Documents, Settings, Find, Help, Run.

GUI application windows are manipulated on a GUI desktop. ASSESSMENT CRITERION RANGE Opened, minimized, maximized, moved and closed. ASSESSMENT CRITERION 5 Implications of having more than one window open at the same time are described. ASSESSMENT CRITERION RANGE Active and inactive windows, impact on speed, switching between open windows. ASSESSMENT CRITERION 6 Multiple applications are started. ASSESSMENT CRITERION 7 The "active" window is changed between applications. ASSESSMENT CRITERION RANGE Keyboard, mouse.

A method of changing device setting is demonstrated, but changing the settings to allow alternate hand settings. ASSESSMENT CRITERION RANGE From right- to left-handed users, and back. ASSESSMENT CRITERION 5 Different methods to use the "drag-and-drop" concept are demonstrated in a GUI environment, allowing graphical objects to be moved around on in a GUI environment and explaining the difference between the methods being demionstrated. ASSESSMENT CRITERION RANGE Drag with SELECT button, drag with ALTERNATE SELECT button.

� Printing all information or only selected information, printing in different sequences. ASSESSMENT CRITERION 5 An object is printed to the connected printer selected, resulting in a print job queue for the selected printer. ASSESSMENT CRITERION RANGE A whole object, a selected part of an object. ASSESSMENT CRITERION 6 Print job progress status in a print queue is viewed in the print queue manager software of the operating system. ASSESSMENT CRITERION RANGE Progress status includes: � Paused, busy printing, being deleted. ASSESSMENT CRITERION 7 Print jobs are manipulated in the print queue, to get the required result. ASSESSMENT CRITERION RANGE Manipulation includes: � Pause, re-start, delete, refresh.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: � Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. This cover but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour. � Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.

SAQA US ID US TITLE CREDITS 117867 Managing files in a Graphical User Interface (GUI)

environment 3

PURPOSE OF THE UNIT STANDARD This unit standard is intended for people who need to use Graphical User Interface (GUI)-based operating systems either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to: � Identify the different storage devices on a computer. � Explain the concepts of files on a computer in a GUI environment. � Locate files in a GUI environment. � Work with computer files in a GUI environment. � Protect computer files in a GUI environment. The performance of all elements is to a standard that allows for further learning in this area. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING The credit value of this unit standard is calculated assuming a person is competent in the following: � Communication skills at least at General Education and Training(GET) Level. � Operate a personal computer system (ID 116932 - NQF Level 1). � Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF Level 1). UNIT STANDARD RANGE � This standard is applicable to any Graphical User Interface(GUI) operating system. � Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. � Files are used in a generic form in this standard. It can refer to any "object" with similar properties.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify the different storage devices on a computer, using operating system features where applicable. ASSESSMENT CRITERION 1 Storage devices are physically identified. ASSESSMENT CRITERION RANGE Hard drive, additional hard drive (if present), "stiffy" drive, CD-ROM, flashdrive. ASSESSMENT CRITERION 2 Storage devices are logically identified by their drive label. ASSESSMENT CRITERION RANGE Whichever is present: � A:, B:, C:, D:, E:, F: (at least two). ASSESSMENT CRITERION 3 Storage space on a storage device is identified using the operating system features. ASSESSMENT CRITERION RANGE Storage space used and unused storage space needs to be identified using the operating system.

SPECIFICOUTCOME 2 Explain the concepts of files on a computer in a GUI environment. ASSESSMENT CRITERION 1 A file is explained with reference to its use on a computer. ASSESSMENT CRITERION RANGE A method for storing related information electronically, A method for keeping information for future retrieval, even after physical power to a computer has been lost. ASSESSMENT CRITERION 2 The method of organising files on a computer is described. ASSESSMENT CRITERION RANGE Windows: folders, non-windows: � Directories. ASSESSMENT CRITERION 3 The "path" (or location) of the file is described in terms of its extended name. ASSESSMENT CRITERION 4

SPECIFIC OUTCOME 3 Locate files in a GUI environment. ASSESSMENT CRITERION 1 Files are located by file name search and file organising utilities. ASSESSMENT CRITERION RANGE Two of: � Wild cards, search, folders/directories, explore. ASSESSMENT CRITERION 2 Methods of viewing file lists are demonstrated. ASSESSMENT CRITERION RANGE Two of: � List, small icons, large icons, detailed view. ASSESSMENT CRITERION 3 File lists are sorted. ASSESSMENT CRITERION RANGE By file name, date, file type. ASSESSMENT CRITERION 4 A specific folder is located and selected. ASSESSMENT CRITERION 5 Methods of selecting more that

SPECIFIC OUTCOME 4 Work with computer files in a GUI environment. OUTCOME RANGE When creating new folders/directories and files, the name of the new folder/directory or file must be descriptive to allow it to be easily identified in terms of its purpose and content. ASSESSMENT CRITERION 1 New folders/directories are created. ASSESSMENT CRITERION RANGE To a minimum hierarchy of 3 levels ASSESSMENT CRITERION 2 The number of files in a folder/directory is identified using the operating system. ASSESSMENT CRITERION 3 Files are manipulated. ASSESSMENT CRITERION RANGE � Types of manipulation: Copy, Move, rename, delete, compress/de-compress (at least two types). � Ways of manipulation: From one folder to another, within a folder, from one device to

SPECIFIC OUTCOME 5 Protect computer files in a GUI environment. ASSESSMENT CRITERION 1 Common threats to the integrity of information held in computer files are explained. ASSESSMENT CRITERION RANGE Any two of: � Loss, unauthorised access, viruses, defect equipment. ASSESSMENT CRITERION 2 Methods of protecting files are explained. ASSESSMENT CRITERION RANGE Backups, read-only, password. ASSESSMENT CRITERION 3 Files are backed-up using the operating system backup facility. ASSESSMENT CRITERION 4 Files are restored using the operating system restore facility. ASSESSMENT CRITERION 5 Other methods of backing up and restoring files are described. ASSESSMENT CRITERION RANGE Any one of:



The file type is identified from the name of the file. ASSESSMENT CRITERION 5 File types are explained. ASSESSMENT CRITERION RANGE At least 4 of: � .exe, .tmp, .txt, .mpeg, .jpg, .tif, .gif, .rtf, .zip, .wav, .mp3, .doc, .xls, .ppt, .mdb. .pdf ASSESSMENT CRITERION 6 The hierarchical structure of folders/directories is explored and explained. ASSESSMENT CRITERION 7 File compression is described in terms of its use and benefits.

one file are demonstrated. ASSESSMENT CRITERION RANGE Adjacent files, non-adjacent files. ASSESSMENT CRITERION 6 Methods of identifying and selecting actions on a file are demonstrated. ASSESSMENT CRITERION RANGE Right click on file name, File menu

another (at least two ways).

� Copy, diskcopy, or any other industry copying tool. ASSESSMENT CRITERION 6 Different backup devices are identified. ASSESSMENT CRITERION RANGE Any two of: � Stiffy, CD, tape streamer, memory stick, fileserver.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards. Moderation Process: � Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. This cover but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour. � Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights



4. LTSM IN PALCs The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning area unit standards could be used. 5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA The INCT4 Learning Area comprises the following unit standards: US ID US TITLE CREDITS WEIGHTING

% 9357 Develop and use keyboard skills to enter text 4 40 116932 Operate a personal computer system 3 30 116933 Use a Graphical User Interface (GUI)-based presentation

application to create and edit slide presentations 3 30

116938

Use a Graphical User Interface (GUI)-based word processor to create and edit documents

4 30

117867

Managing files in a Graphical User Interface (GUI)-environment 3 30

117902

Use generic functions in a Graphical User Interface (GUI)-environment

4 30

117943

Install a Personal Computer (PC) peripheral device, in a GUI environment

2 20

TOTAL: 23 180



6. CORE KNOWLEDGE AREAS UNIT STANDARD 1: US ID 9357: DEVELOP AND USE KEYBOARD SKILLS TO ENTER TEXT Specific Outcome 1: Develop keyboard techniques to key in alpha and numeric text, symbol and special characters.

Knowledge Skills Values AC1 & 2: Text entry setting and entry function are developed

AC3 & 4: Keyboard techniques are used and developed

• Typing of text, word ,sentences ,numbers and paragraph • Using different keys on the key board to enter text

• Use keyboard effectively showing responsibility to health and safety environment

• Working effectively with others • Use computer technology effectively

Specific Outcome 2: Identify and remedy technique errors

Knowledge Skills Values AC1 & 3: Analyzing ,proofreading of text identified • Locates and uses enter, space, delete/backspace, shift, caps lock • Use keyboard effectively showing responsibility

to health and safety environment • Working effectively with others • Use computer technology effectively

Specific Outcome 3: Apply keyboard techniques and ergonomic practices to avoid overuse injuries.

Knowledge Skills Values AC1-3:Positioning of fingers on the keyboard, ergonomic factors, health and safety guidelines

• Typing of text, word ,sentences ,numbers and paragraph • Using different keys on the key board to enter text

• Use keyboard effectively showing responsibility to health and safety environment • Working effectively with others • Use computer technology effectively

Specific Outcome 4: Produce sentences and paragraph containing alpha and numeric text, symbols and special characters.

Knowledge Skills Values AC1-4: Type sentence and paragraph with alpha and numeric text, symbol and special characters

• Typing of text, word ,sentences ,numbers ,special characters and paragraph

• Using different keys on the key board to enter text.



UNIT STANDARD 2: US ID 116932: OPERATE A PERSONAL COMPUTER SYSTEM. Specific Outcome 1: : Start up and shut down a personal computer system using standard and none standard methods.

Knowledge Skills Values AC 1-4: Practical demonstration on switching on ,shut down, computer boot up, user log in information

• Switching on and off of a computer.


• Working effectively with others



• Use computer technology effectively Specific Outcome 2: Change the configuration of a personal computer

Knowledge Skills Values AC1-5:Change configuration: date, time, volume, screen saver, etc

• Setting of date, time ,screen saver etc • Use keyboard effectively showing responsibility to health and safety environment


Specific Outcome 3: : Use personal computer operating system functions

Knowledge Skills Values AC1-4: installing software, installing hardware, uninstall software,format disk

• Formatting of disk, installing of software • Self sustainability, hard work. Use keyboard effectively showing responsibility to health and safety environment


Specific Outcome 4: Use operating system utilities

Knowledge Skills Values AC1-4: operating system utilities e.g. calculator, recycle bin, disk copy, scan disk

• Use of computer calculator,scanning ,restoring of deleted text .e.t.c. • Use keyboard effectively showing responsibility to health and safety environment


UNIT STANDARD 3: US ID 116933: USE A GRAPHICAL USER INTERFACE (GUI) BASED PRESENTATION TO CREATE AND EDIT SLIDE PRESENTATIONS Specific Outcome 1: : Demonstrate an understanding of the use of presentation applications.

Knowledge Skills Values AC1-5: Define presentation and Produce presentation

• Defining,Create and edit slide presentations. • Produce a presentation for a specific purpose • Enhance the appearance of a presentation



Specific Outcomes 2: Create a new slide presentation

Knowledge Skills Values AC1-4: opening a slide, Create new presentation, save, create folder, opening and closing of existing presentation,

• Create and edit slide presentations • Produce a presentation for a specific purpose • Enhance the appearance of a presentation





Specific outcome 3: Produce a slide presentation from given text Knowledge Skills Values AC1-4: produce five presentation slide, save graphic, slide show

• Creating a simple slide show with text, images. Inserts slides. Choosing appropriate slide design and layout. Adds sounds.Creating a master slide template. Understanding that a presentation is clear, concise and logical. Understanding navigation buttons. Recognizing elements of a multi-media presentation.



Specific Outcome 4: Format a slide presentation

Knowledge Skills Values AC1-4: format ting of slide layout, design style, presentation title, bullets. etc


• Use keyboard effectively showing responsibility to health and safety environment • Working effectively with others Use computer technology effectively

Specific Outcome 5: Edit a slide presentation

Knowledge Skills Values AC1-4: Typing of new text on slide, selecting slide, move, copy ,delete ,background, design style, grammar/ spelling, font size, color, shadow, alignment, line pacing



• Working effectively with others Use computer technology effectively

Specific Outcome 6: Check spelling and grammar in a slide presentation

Knowledge Skills Values AC1-7:Check spelling and grammar • Spell check using keyboard, shortcut or mouse



Unit standard 4: US ID 116938: USE A GRAPHICAL USER INTERFACE (GUI) –BASED WORD PROCESSOR TO CREATE AND EDIT DOCUMENTS Specific outcome 1: Demonstrate an understanding of the principles word processing.

Knowledge Skills Values AC 1-3: define word processing, produce documents in word processing, benefits of using word processing)

• Using appropriate terminology - font, upper/lower case, bold, italics,underline. Types sentence(s) without assistance. Inserts text. Selects/highlights text. Deletes text.Varies font, size and style. Understands cut, copy, paste. Uses undo command. Creates text box. Uses borders.Uses spell checker. Realises limitations of spell checker.Changes text alignment.Uses thesaurus.Changes margins





and line spacing.Uses columns.Adds a table to a document and edits rows and columns. Understands factors that affect appearance of text on a page. Understands use of Tab to indent.Uses bullets, numbering.

Specific Outcome 2: Create, open and save documents

Knowledge Skills Values AC 1-5: Create, open and save documents, creating folder, opening existing documents

Create, opening and saving of documents and format documents • Enhance document appearance and to create merged documents



Specific Outcome 3: Produce a documents from given text.

Knowledge Skills values Producing a documents Typing sentence(s) without assistance.

• Use keyboard effectively showing responsibility

to health and safety environment • Working effectively with others Use computer technology effectively

Specific Outcome 4: Format a document.

Knowledge Skills values AC 1-3:formatting paragraph, alignment, Justification, spacing. Font, superscripts. etc

Uses appropriate terminology - font, upper/lower case, bold, italics, and underline. Types sentence(s) without assistance.Inserts text.Selects/highlights text.Deletes text.Varies font, size and style.Understands cut, copy, paste.Uses undo command.Creates text box. Uses borders.Uses spell checker.Realises limitations of spell checker.Changes text alignment. Uses thesaurus.Changes margins and line spacing. Uses columns.Adds a table to a document and edits rows and columns.Understands factors that affect appearance of text on a page.Understands use of Tab to indent.Uses bullets, numbering.



Specific Outcome 5: Edit a document.

Knowledge Skills values AC 1-4: inserting data, selecting and deselecting, special characters, keyboard, mouse Move, copy,

Type sentence(s) without assistance. Inserts text.Selects/highlights text. Deletes text. Varies font, size and style. Understands cut, copy, paste. Uses undo command. Creates text box. Uses borders. Uses spell checker. Changes text alignment. Uses thesaurus. Changes margins and line spacing. Uses columns. Adds a table to a document and edits rows and columns. Understands factors that affect





appearance of text on a page. Understands use of Tab to indent. Uses bullets, numbering.

Specific Outcome 6: Check spelling and grammar in a document

Knowledge Skills values AC 1-3: Correcting of text automatically, adding text in custom dictionary

Uses spell checker. Realisms limitations of spell checker • Use keyboard effectively showing responsibility to health and safety environment


Specific Outcome 7: Adjust the display characteristics

Knowledge Skills values AC 1-5: page view changed, print layout, multi page, removing and adding of tool bars

• Printing of typed text • Page setup • Printing of multiple pages



UNIT STANDARD 3: US ID 117867: MANAGING FILES IN A GRAPHICAL USER INTERFACE ENVIRONMENT Specific Outcome 1: : Identify the different storage devices on a computer, using operating system features where applicable.

Knowledge Skills Values AC 1-3: Storage device defined, identified and storage spaces checked

• Identify different storage devices Creative thinking • Managing files and folders • Organizing of files and folders



Specific Outcome 2: : Explain the concepts of files on a computer

Knowledge Skills Values AC 1-5: method of keeping information, folders, file types, file compression

• Explaining computer concepts • Identify different storage devices Creative thinking • Managing files and folders • Organizing of files and folders



Specific Outcome 3: : Locate files in a GUI environment

Knowledge Skills Values AC 1-6 : locating files, large icons, small icons, creating and locating folders, right clicking when opening files

• Locating files and folders • Use keyboard effectively showing responsibility to health and safety environment




Specific Outcome 4: : Work with computer files in a GUI environment. Knowledge Skills Values AC 1-3:Working with computer files • Locating files and folders

• Use keyboard effectively showing

responsibility to health and safety environment • Working effectively with others • Use computer technology effectively

Specific Outcome 5: : Protect computer files in a GUI environment.

Knowledge Skills Values AC 1-6: Protecting computer files,(loss, viruses, unauthorized access, back up, restoring

• Protecting computer files.



UNIT STANDARD 3: US ID 117902: USE GENERIC FUNCTIONS IN A GRAPHICAL USER INTERFACE (GUI) –ENVIRONMENT. Specific Outcome 1: : Use the desktop of a graphical User Interface (GUI) –based operating system.

Knowledge Skills Values AC 1-6: Define GUI based operating system(desktop, icons, tool bars, my documents, re arranging icon, desktop shortcut, etc

• Defining • Using drawing tools - pencil, straight and curved lines.

Uses shape tools/objects. Uses paintbrush, paint box/fill with colour, spray can/airbrush, eraser. Uses text tool. Selects objects with selection tool. Deletes selected objects. Crops selected objects. Copies/duplicates graphic elements. Uses line properties-thickness/colour.Uses fill pattern/colours/shading.Flips, rotates objects. Layers objects - moves to front/back. Inserts graphics from various sources eg. clip art, digital image.Changes the size of displayed clip art/graphics.Uses a digital camera to create a graphics file.Moves clip art/graphics within a document.Uses a scanner to convert a picture into a graphics file.Understands animation/illusion of movement.



Specific Outcome 2: : Use of the features of a GUI Window.

Knowledge Skills Values AC 1-7: window application used(start menu, close button, menu bar, toolbar, title bar minimize, restore

• Using mouse • Shutting down of computer



Specific Outcome 3: : Use of the Help facility in a GUI environment.



Knowledge Skills Values AC 1-4 : method of launching help

• Using mouse



Specific Outcome 4: Use a pointing device in a GUI environment.

Knowledge Skills Values AC 1-5:using mouse, setting of mouse(double click, right click

• Using mouse



Specific Outcome 5: : Use generic print options in a GUI environment

Knowledge Skills Values AC 1-7: print, printing options, preview, view print job queue,

• Printing of a document. • Preview ,selecting and selecting of document and printer while

typing


• Working effectively with others Use computer

UNIT STANDARD 3: US ID 117943: Install a personal computer (PC) peripheral device, in a GUI environment. Specific Outcome 1: : Physically connect a peripheral device to a PC.

Knowledge Skills Values AC1-6: Connecting computer device. switching on of device

• Identifies hardware components eg. keyboard, mouse, monitor/screen Matches equipment to purpose - eg digital camera to capture images



Specific Outcome 2: : Setup device drivers for peripheral is installed on the computer.

Knowledge Skills Values AC 1-5:Installing drivers of the devices. • Practical Installing computer drivers

• Use keyboard effectively showing responsibility

to health and safety environment • Working effectively with others Use computer technology effectively



7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE) The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site-based assessment in all PALCs across the country.

In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks.

The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”. 9.1 STRUCTURE OF SBA TASKS The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi. Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year. Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which



is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.



Exemplar Learning Area Assessment Plan

LEARNING AREA: INFORMATION COMMUNICATION TECHNOLOGY LEARNING AREA CODE: INCT4

Year: 2012

Assessment Tasks 1 2 3 4 5 Form(s) of assessment

TEST ASSIGNMENT

PROJECT PRACTICAL DEMONSTRATION CASE STUDY

US IDs and SOs and ACs

US ID 9357; SO1: AC1-4 ; SO2: AC1-3; SO3: AC1-3; SO4: AC1-2 US ID 116932 SO1: AC1-8; SO2: AC1-4 SO3: AC1-4; SO4: AC1-4 US ID 116933 SO1: AC1-2; SO2: AC1-6; SO3: AC1-4; SO4: AC1-2; SO5: AC1-7; SO6: AC1-2 US ID 116938 SO1: AC1-3; SO2: AC1-8; SO3: AC1-4; SO4: AC1-2; SO5: AC1-5; SO6: AC1-3 SO 7: AC1-5 US ID 117867 SO1: AC1-3; SO2: AC1-7; SO3: AC1-4; SO4: AC1-6; SO5: AC1-6 US ID 117902 SO1: AC1-6; SO2: AC1-7; SO3: AC1-4; SO4: AC1-5; SO5: AC1-7 US ID 117943 SO1: AC1-6; SO2: AC1-6

US ID 9357 SO1: AC1-4; SO2: AC1-3 SO3: AC1-3; SO4: AC1-2 US ID 116932 SO1: AC1-8; SO2: AC1-4 SO3: AC1-4; SO4: AC1-4 US ID 116933 SO1: AC1-2; SO2: AC1-6; SO3: AC1-4; SO4: AC1-2; SO5: AC1-7; SO6: AC1-2 US ID 116938 SO1: AC1-3; SO2: AC1-8; SO3: AC1-4; SO4: AC1-2; SO5: AC1-5; SO6: AC1-3 SO7: AC1-5 US ID 117867 SO1: AC1-3; SO2: AC1-7; SO3: AC1-4; SO4: AC1-6; SO5: AC1-6 US ID 117902 SO1: AC1-6; SO2: AC1-7; SO3: AC1-4; SO4: AC1-5;SO5: AC1-7 US ID 117943 SO1: AC1-6; SO2: AC1-6

US ID 9357 SO1: AC1-4; SO2: AC1-3 SO3: AC1-3; SO4: AC1-2 US ID 116932 SO1: AC1-8; SO2: AC1-4 SO3: AC1-4; SO4: AC1-4 US ID 116933 SO1: AC1-2; SO2: AC1-6; SO3: AC1-4; SO4: AC1-2; SO5: AC1-7; SO6: AC1-2 US ID 116938 SO1: AC1-3; SO2: AC1-8; SO3: AC1-4; SO4: AC1-2; SO 5: AC1-5; SO6: AC1-3 SO7: AC1-5 US ID 117867 SO1: AC1-3; SO2: AC1-7; SO3: AC1-4; SO4: AC1-6; SO5: AC1-6 US ID 117902 SO1: AC1-6; SO2: AC1-7; SO3: AC1-4; SO4: AC1-5; SO5: AC1-7 US ID 117943 SO 1: AC1-6; SO 2: AC1-6

US ID 9357 SO1: AC1-4; SO2: AC1-3 SO3: AC1-3; SO4: AC1-2 US ID 116932 SO1: AC1-8; SO2: AC1-4 SO3: AC1-4;SO4: AC1-4 US ID 116933 SO1: AC1-2; SO2: AC1-6; SO3: AC1-4; SO4: AC1-2; SO5: AC1-7; SO6: AC1-2 US ID 116938 SO1: AC1-3; SO2: AC1-8; SO3: AC1-4; SO4: AC1-2; SO5: AC1-5; SO6: AC1-3 SO7: AC1-5 US ID 117867 SO1: AC1-3; SO2: AC1-7; SO3: AC1-4; SO4: AC1-6; SO5: AC1-6 US ID 117902 SO1: AC1-6; SO2: AC1-7; SO3: AC1-4; SO4: AC1-5; SO5: AC1-7 US ID 117943 SO1: AC1-6; SO2: AC1-6

US ID 9357 SO1: AC1-4; SO 2: AC1-3 SO3: AC1-3; SO 4: AC1-2 US ID 116932 SO1: AC1-8; SO2: AC1-4 SO3: AC1-4; SO4: AC1-4 US ID 116933 SO1: AC1-2; SO2: AC1-6; SO3: AC1-4; SO4: AC1-2; SO5: AC1-7; SO6: AC1-2 US ID 116938 SO1: AC1-3; SO2: AC1-8; SO3: AC1-4; SO4: AC1-2; SO5: AC1-5; SO 6: AC1-3; SO7: AC1-5 US ID 117867 SO1: AC1-3; SO2: AC1-7; SO3: AC1-4; SO4: AC1-6; SO5: AC1-6 US ID 117902 SO1: AC1-6;SO2: AC1-7; SO3: AC1-4; SO4: AC1-5; SO5: AC1-7 US ID 117943 SO1: AC1-6; SO 2: AC1-6

Marks 50 50 50 50 50 Tools of Assessment

MEMORANDUM MEMORANDUM RUBRIC MARKING GUIDELINE CHECKLIST

MARKING GUIDELINE

Dates to be completed

AUGUST APRIL MAY MARCH MAY



9.2 EXEMPLAR SBA TASKS TASK 1: TEST INSTRUCTIONS AND INFORMATION 1. This assessment task consist of three sections. Answer all sections. 2. This is a practical test; all questions must typed and printed. 3. Switch on your computer and Load MS Word. Create a folder. Folder name should be” Your name. Test” File name should be “Test” Save your file name under a folder which you have created. Shut down the computer. 6 marks allocated for instruction number 3 to 7. SECTION 1 QUESTION 1 Various possible options are provided as answers to the following questions. Choose the correct answer and type only the letter (A-C) next to the question number (1.1 – 1.10) in the ANSWER BOOK.

1.1 What is a Word Processing? A

B C

An application used for creating documents. An example of a document A class exercise

(1)

1.2 What is a PowerPoint? A

B C

A special program. Software used to create edit and generally modify presentations. Special slide presenters program.

(1)

1.3 To save a word document on the desk top you need to? A

B C

Click File and quickly on the desktop. Click file, click save as, in file name type desk top and then choose desktop. Click file, click save as, in save as choose Desktop then click save.

(1)

1.4 To align text to the centre you will have to: A

B C

Press CTRL +C. Select text you intend to align and on the Formatting toolbar click align. Select text you intend to align and Press CTRL+E.

(1)

1.5 To copy and paste data you need to: A

B C

Select data and paste it. Copy data and paste it Select data, on the edit menu click copy, place the cursor where you would like to place data and click paste.

(1)

1.6 To start a new slide, you would A

B C

Click start, then click slide. Click slide, then click start. Press Control+N.

(1)

1.7 To change the font colour you need to: A

B Click font colour change and click yes. Click font colour change and choose colour.



C Select text and click format and effect changes. (1) 1.8 How would you remove header and footer? A

B C

Click at view, at header and footer click delete. Click at view, click header and footer click don’t show on slide. Click at view, header and footer click remove

(1)

1.9 How to print a slide presentation. A

B C

On file menu, click print preview, in print what box click slides and the click print On file menu, click print preview the click print On print menu, click print preview, in print what box click slides and click print.

(1)

1.10 Saving a slide in pot format means saving a slides as:- A

B C

A graphic. A graphic for use as a web page. As a template.

(1) [10]

QUESTION 2 Match the statement(s) in COLUMN B with the word(s) in COLUMN A. Type only the letter (A – G) next to the question number (2.1 – 2.5).

Column A Column B

2.1 Sensor A Refers to pointing at icon or anywhere on the screen 2.2 Dragging B Used to hold mouse. 2.3 Point C Happen when an object is clicked and the mouse button is not

released.

2.4 Mouse pad D Is a small arrow that we see on the screen 2.5 Mouse pointer E To control the mouse pointer [5] SECTION B QUESTION 3 3.1 What is the function of the keys marked 3.1.1? to 3.1.5. Type the correct answers next to

each number.

(5)

3.2 What is function of the following components? Type the correct answers next to each

number.

[5]

3.1.1 3.1.2 3.1.3 3.1.4 3.1.5

3.2.1 3.2.2 3.2.3 3.2.4 3.2.5

http://www.nextag.com/Dell-E170S-17-Flat-655465432/prices-html?nxtg=2e2b0a50050e-C814734583141270




QUESTION 4 Type the paragraph below and apply instructions as indicated below. • Insert border (1) • Justify (1) • Font size:14 (1) • Comic sans (1) • Underline topic (1) • Spell check (1) • Copy paragraph 1 and paste it at number 4. (1) • Apply 1.5 spacing (1) • Apply different font colour to all paragraph. (1)

[9] What is AIDS?

1.

2.

3.

It is the acquired Immune Deficiency Syndrome. Immune Deficiency means that the body’s immune system is incapable of functioning as a protective barrier against disease. A syndrome is a group symptoms or illness originating from one cause. AIDS is caused by a virus called HIV. The body is normally protected from disease by an immune system. The HIV invades this immune system and destroy it by killing the white blood cells that safe guard the body against illness. As a result, it is no longer able to fight life threatening infections and diseases such as cancer, pneumonia and tuberculosis. AIDS is the collection of diseases resulting from the breakdown of the immune system after it has been invaded and weakened by HIV.

SECTION C QUESTION 5 Load Ms PowerPoint and create five presentation slides using the following information:-

Introduction 1 The HIV/AIDS epidemic has reached such proportions that drastic action is needed to stop the spread of the disease. Through education and dissemination of information we can help to combat this disease. HIV is among us .It is real

Presentation By

Your surname and initials Topic: HIV/AIDS

Date: Time:

Venue:

Introduction 2 By allowing it to spread, we face the danger that half of our youth will not reach adulthood. Their education will be wasted. The economy will shrink. There would be a larger number of sick people whom the health will not be able to maintain. O d l ill b h d



• Creating five slides (5) • Formatting slide (1) • Custom animation (1) • Design template (1) • Spell check (1)

[5] TASK 2: ASSIGNMENT INSTRUCTIONS AND INFORMATION 1. The Assignment must be completed in a period of three weeks. 2. The Assignment must be done individually by each learner 3. You may complete this assignment at home. Your teacher will provide you with due date. 4. Your teacher will check your progress at regular intervals and provide guidance where

necessary

QUESTION 1 Follow the instruction below:- 1. Connect a device to your computer, preferable a scanner and scan an advertisement of a

post which you qualify. Paste the advert and mark it 1. Marks are allocated for the following,

• connecting scanner (2) • installing software (2) • scanning advert (2) • save (2) • paste (2)

[10] 2. Type a formal application letter of the post which you have pasted above.

Your application letter must include the following:-

• Your address (1) • Date (1) • Person to receive your application (1) • Address (1)

Introduction 3 There is still no cure for HIV/AIDS. Nothing can prevent infection except our own behavior. The power to defeat the spread of HIV/AIDS lies in our partnership .It is our hope that this presentation will educate, inform and be partnership to fight HIV

Introduction 4 The world is facing the twenty century with a gloom that threatens human kind. AIDS is an enemy with an impact beyond comprehension. Never before in history has there been an epidemic that is so fatal and irreversible despair.



• Topic e.g. “application for a position as” (1) • Paragraph 1 and 2 (1) • Ending/conclusion. (1) • Use font size:14/Arial/ (1) • Creating paragraph (1) • Apply Bold and Underline to topic (1)

[10] 3. Type your Curriculum Vitae and include the following:- • Personal instruction, Educational qualification, References Apply the following instructions • Use verdana • Font:09 • 1.5 Spacing QUESTION 2 Create a presentation with a least five slides about roadsafety. When you prepare the slides consider the following

• Creating five slides (5) • Formatting of slides-font type, color (2) • Design style (1) • Background colour (1) • Centre align (1) • At two different bullets(where necessary) (1) • Line spacing (1)

[12] QUESTION 3 Type the following (a) X2= (1) (b) X2+X2 (1) (c) T1 (1) (d) My B & B (1) (e) *140*078 123 456# (1) (f) 20% (1) (g) Why? (1) (h) [email protected] (1)

[8]

TOTAL: 50

mailto:[email protected]



TASK 3: PROJECT INSTRUCTIONS AND INFORMATION 1. The project must be completed in a period of five weeks. 2. This project must be done individually by each learner 3. Assessment rubric will provide guidance on what will be assessed. Create a folder. Folder name should be” Your name. Project” File name should be “Project” Save your file name under a folder which you have created. Print. QUESTION 1 Design an advertisement/poster of a small business/spaza which is located in your area. The advertisement should include the following information

1. Name of a business or spaza (1) 2. Address (1) 3. Contact person (1) 4. Email address (1) 5. Fax number (1) 6. Types of services offered (1) 7. Operating times. (1) Apply the following instructions • Apply the following instructions to the name of the business: font 18 /caps, font colour:

blue, centre align, (6)

• Insert outside borders (1) • Apply font size 14 to the rest of the text except the name of the business (1) • Apply 1.5 spacing to all (1) • Apply comic sans to email address. (1) • Apply light shading (1) • Underline fax number (1) • Insert bullets to types of services offered (1)

[20] QUESTION 2 2. Paste a print screen of Ms Word 2003 and indicate the following • Title bar (1) • Menu bar (1) • Formatting toolbar (1) • Standard toolbar (1) • Cursor (1)



• Start menu (1) • Ruler (1)

[7] QUESTION 3 Paste a print screen of Ms Word 2007 (2) Name five differences between Ms Word 2003 and Ms Word 2007? (5) What are the similarities? Mention four. (4)

[11] QUESTION 4 Design the cover page of your curriculum vitae and apply the following instructions:- • Insert border (1) • Centre align (1) • Font size 34 for topic, (1) • Font type: Arial black (1) • Font colour: Blue (1)

[5] QUESTION 5 Design and type a letterhead of your business. Apply the following instructions to the name of the business: Different font colour to each

Alphabets, font 14 /caps, centre align, font type: Arial Black

(5) TASK 4 OBSERVATION INSTRUCTIONS AND INFORMATION 1. This observation tool should be completed in a period of three weeks. 2. This observation tool must be completed by educator and allocate marks individually to each

learner in a computer laboratory.

3. The educator will provide text which learners should type and assess the learner as indicated

below.

The learner must be able to demonstrate the following while marks are allocated. QUESTION 1

• The computer is switch on according to the instructions (1) • The Computer boot up to the point where it is ready for use. (1) • Examples of situations when a non standard shutdown should be used and the method for

performing this operations is demonstrated

(1) • Shutting down of computer according to instructions (1) • Switching off of computer according to instructions (1) • Configuration function-Changing the background of the computer screen. (1) • Changing the screen saver. (1) • Changing the waiting time before the screen saver is activated. (1) • Date, time. (1) • The use of System utility-calculator. be able to multiply add and divide and subtraction

Closing calculator (1)

• Opening and closing recycle bin (1) • Common errors when starting computers and to fix.(e.g. mouse, keyboard not detected, no

signal, disk error) (1)



• Configuration-why is it important to set date and time in your computers. (2) • When would you use install and uninstall function in your computer? (1) • What happen when you format your memory stick or computer? (1) • What are the main 5 components of the desk top (5) • What is an icon and how can you arrange them? (1) • How can you create a desk top icon? create it (1) • What is the main purpose of the start button or icon? (1) • What is an error window and application window? (1) • What are the function of the menu bar, tool bar, status bar and scroll bar (1) • Opening my computer and my documents. (1) • What is the impact of opening more windows at the same time? (1) • Describe the storage in a computer? (1) • What is meaning of text and doc while saving the document? (1) • Right on the file name and demonstration on actions listed. (1) • Create a new folder and sub folder (1) • Demonstrate viewing of file and folders. (1) • Coping of files/folders (1) • Deleting folder/file and restoring (1) • How can u protect access to your folder or file? (1) • What are the other methods of protecting files from being lost? (1) • Position of fingers on the keyboard (1) • Selection and the selection of text using keyboard an mouse (1) • Conduct spell check (1) • Adding word in dictionary (1) • Apply zoom (1) • Adding an removing tool bars (1) • What could a virus do to your computer? (1) • Adding and removing ruler (1) • Where can we find the back up tool in your computer (1) • Connect any device to a computer (1) • Switching on of device and making sure that communication is established (1) • Method of finding help function (1) • Page set up (1)

TASK 5: CASE STUDY INSTRUCTIONS AND INFORMATION 1. The case study must be completed in a period of three weeks. 2. This case study must be done individually by each learner 3. Create a folder. Folder name should be” Your name. Case study” 4. File name should be “Case study” 5. Save your file name under a folder which you have created. 6. Print QUESTION 1 Look at the picture of CPU ports below and answer questions that follow:-



1.1

1.1 Identify and type computer components that may be connected from 1 to 11. (11) 1.2 Type the function of each component/device marked 1 to 11. (11) 1.3 What would happen if the device/component connected to port marked 1 and 8, not working? (3)

[23] QUESTION 2 Type your explanation to explain what might happen when you click the following icons. (6)

QUESTION 3 3.1 Type the functions of the following keys? 3.1.1 Tab Key (1) 3.1.2 Num lock (1)

2.4 2.5 2.6

7

1

2

3

4

5

6 12

11

10

9

8

2.3 2.2 2.1



3.1.3 Print Screen (1) 3.1.4 Start key (1) 3.1.5 Space bar (1)

[4] 3.2 MOUSE. It is used for clicking, selecting, or performing specific instructions. It is important to acquire more skills on how to use mouse. It is used intensively when using a computer. It takes a little time getting used to mouse and it is important that one should practice often. When holding mouse, it should be firmly, thumb on the left side of the mouse, ring finger on the right side of the mouse. Index fingers used to press the left button, scrolling and the other finger to press the right button.

Explain the function or the meaning of the following:- 3.2.1 Mouse pad (1) 3.2.2 Mouse pointer (1) 3.2.3 Click (1) 3.2.4 Double click (1) 3.2.5 Triple click (1)

[5] QUESTION 4 Create a presentation on the career you would like to follow. Your presentation should include

the name of the career. Apply the following instructions bullets,

[9] TOOLS TOOL 1: TEST Surname and initials:……………………………………………………………….. ASSESSMENT CRITERIA US ID MARKS MARKS

OBTAINED Create a folder. Folder name should be” Your name. Test US ID 116932 SO2

US ID 116938 SO1-5 2

File name should be “Test” US ID 116932 SO2 US ID 116938 SO1-5

1

Save your file name under a folder which you have created

US ID 116932 SO2 US ID 116938 SO1-5

1

Shut down the computer. US ID 116932 SO2 US ID 116938 SO1-5

1

TOTAL: SECTION A QUESTION 1 This Question covers the following unit standard. US ID 116938SO1-5; US ID 116933SO1-6; US ID 9357 SO1-4;US ID 116932SO1-4; US ID 117867SO1-5

1.1 A (1) 1.2 B (1) 1.3 C (1) 1.4 C (1) 1.5 C (1) 1.6 C (1)



1.7 C (1) 1.8 B (1) 1.9 C 1.10 A (1)

[10] QUESTION 2 2.1 E (1) 2.2 C (1) 2.3 A (1) 2.4 B (1) 2.5 D (1)

[5] SECTION B This section covers the following unit standard. US ID 116938 SO1-5;US ID 116933 SO1-6;US ID 9357 SO1-4;US ID 116932 SO1-4;US ID 117867 SO1-5

QUESTION 3 3.1.1 To create capital or small letter while typing (1) 3.1.2 To create space between the text. (1) 3.1.3 To create paragraph or move to the second line (1) 3.1.4 To delete text which is on the left side of the cursor? (1) 3.1.5 To delete text which is on the right side of the cursor (1)

[5] 3.2 3.2.1 To click /highlighting text/selecting (1) 3.2.2 To save the document (1) 3.2.3 To display text while typing (1) 3.2.4 To produce sound (1) 3.2.5 To scan a document (1)

[5] QUESTION 4

ASSESSMENT CRITERIA MARKS MARKS OBTAINED

Insert border

1

Justify

1

Font size:14

1

Comic sans

1

Underline topic

1

Spell check

1

Copy paragraph 1 and paste it at number 4

1

Apply 1.5 spacing

1



Apply different font colour to all paragraph

1

TOTAL: 9 SECTION C This section covers the following unit standard. US ID 116938 SO1-5;US ID 116933 SO1-6;US ID 9357 SO1-4;US ID 116932 SO1-4;US ID 117867 SO1-5

QUESTION 5 ASSESSMENT CRITERIA US ID MARKS MARKS OBTAINED Creating five slides US116933SO1-6 5 Formatting slide US116933SO1-6 1 Custom animation US116933SO1-6 1 Design template US116933SO1-6 1 Spell check US116933SO1-6 1

TOTAL: 10 TOOL 2: ASSIGNMENT QUESTION 1 This question covers the following unit standard. US ID 116933SO1-6;US ID 9357 SO1-4;US ID 116932SO1-4;US ID 116938SO1-7;117867SO1-5;117943SO1-2;117902 SO1-5.

1. Connect a device to your computer, preferable a scanner and scan an advertisement of a

post which you qualify. Paste the advert and mark it 1. Marks are allocated for the following,

Assessment Criteria Marks Marks

Obtained Connecting a scanner and scan an advertisement 4 Installing software of a scanner 2 Save 2 Paste 1 Total 10 2 Type a formal application letter of the post which you have pasted above. Your application

letter must include the following:


Obtained Your address 1

Date 1 Person to receive your application 1

Address 1 Topic e.g. “application for a position as” 1

Paragraph 1 and 2 1

Ending/conclusion. 1

Use font size:14/Arial/ 1

Creating paragraph 1

Apply Bold and Underline to topic 1

Total: 10 3. Type your Curriculum Vitae and include the following:- Assessment Criteria US ID Marks Marks

Obtained Personal instruction, Educational qualification, References 7 Verdana 1 Font:09 1 1.5 Spacing 1 Total 10 QUESTION 2



This question covers the following unit standard. US ID 116933 SO1-6;US ID 9357 SO1-4;US ID 116932 SO1-4;US ID 116938 SO1-7;117867 SO1-5;117943 SO1-2;117902 SO1-5.


Obtained Creating five slides 5 Formatting of slides-font type, colour 2 Design style 1 Background colour 1 Centre align 1 At two different bullets (where necessary) 2 Line spacing Total 12 QUESTION 3 This question covers the following unit standard. US ID 116933 SO1-6;US ID 9357 SO1-4;US ID 116932 SO1-4;US ID 116938 SO1-7;117867 SO1-5;117943 SO1-2;117902 SO1-5.

Learners should type the text below as they are: (a) X2= (1) (b) X2+X2 (1) (c) T1 (1) (d) My B & B (1) (e) *140*078 123 456# (1) (f) 20% (1) (g) Why? (1) (h) [email protected] (1)

TOTAL: 50 TOOL 3: PROJECT QUESTION 1 This question covers the following unit standard. US ID 116938SO1-5;US ID 9357 SO1-4;US ID 116932SO1-4;US ID 117867SO1-5

ASSESSMENT CRITERIA MARKS MARKS

OBTAINEDCreating a folder 2 Creating a file name 2 Save 2 Print 2 Name of a business or spaza 1 Address 1 Contact person 1 Email address 1 Fax number 1 Types of services offered 1 Operating times. 1 Apply the following instructions to the name of the business: font 18 /caps, font colour: blue, centre align,

6

Insert outside borders 1 Apply font size 14 to the rest of the text except the name of the business 1 Apply 1.5 spacing to all 1 Apply comic sans to email address. 1

mailto:[email protected]



Apply light shading 1 Underline fax number 1 Insert bullets to types of services offered

TOTAL: 26 QUESTION 2 This Question covers the following unit standard. US ID 116938SO1-5;US ID 9357 SO1-4;US ID 116932SO1-4;US ID 117867SO1-5


OBTAINEDPaste a print screen of Ms Word 2003 1 Title bar 1 Menu bar 1 Formatting toolbar 1 Standard toolbar 1 Cursor 1 Start menu 1 Ruler 1

TOTAL: 7 QUESTION 3 This Question covers the following unit standard. US ID 116938SO1-5; US ID 9357 SO1-4;US ID 116932SO1-4;US ID 117867SO1-5


OBTAINEDPaste a print screen of Ms Word 2007 2 Difference between Ms Word 2003 and Ms 2007 2007 consist of: • Home; insert; page layout; references; mailing; review and view. 2003 consist of: • File; edit; view; insert; format; tools; tables; window and help. (ANY FIVE)

5

Similarities between Ms Word 2003 and Ms 2007 Text can still be formatted; edited; save; spell check. (ANY OTHER RELEVANT ANSWER)

4



OBTAINEDInsert border 1 Centre align 1 Font size 34 for topic, 1 Font type: Arial black 1 Font color: Blue 1



OBTAINEDDifferent font colour to the name of the business 1 Font 14/caps 1 Font type 1 Centre align 1



Arial Black 1 TOTAL: 5

TOOL 4: OBSERVATION QUESTION 1 US ID 116933SO1-6;US ID 9357 SO1-4;US ID 116932SO1-4;US ID 116938SO1-7 US ID 117867SO1-5;US ID 117943SO1-2;US ID 117902 SO1-5


OBTAINED • The computer is switch on according to the instructions (1) • The Computer boot up to the point where it is ready for use. (1) • Examples of situations when a non standard shutdown should be used and the method

for performing this operations is demonstrated (1)

• Shutting down of computer according to instructions. (1) • Switching off of computer according to instructions (1) • Configuration function-Changing the background of the computer screen. (1) • Changing the screen saver. (1) • Changing the waiting time before the screen saver is activated. (1) • Date, time. (1) • The use of System utility-calculator. be able to multiply add and divide and subtraction

Closing calculator (1)

• Opening and closing recycle bin (1) • Common errors when starting computers and to fix.(e.g. mouse, keyboard not detected,

no signal, disk error) (1)

• Configuration-why is it important to set date and time in your computers. (2) • When would you use install and uninstall function in your computer? (1) • What happen when you format your memory stick or computer? (1) • What are the main 5 components of the desk top (5) • What is an icon and how can you arrange them? (1) • How can you create a desk top icon? create it (1) • What is the main purpose of the start button or icon? (1) • What is an error window and application window? (1) • What are the function of the menu bar, tool bar, status bar and scroll bar (1) • Opening my computer and my documents. (1) • What is the impact of opening more windows at the same time? (1) • Describe the storage in a computer? (1) • What is meaning of text and doc while saving the document? (1) • Right on the file name and demonstration on actions listed. (1) • Create a new folder and sub folder (1) • Demonstrate viewing of file and folders. (1) • Coping of files/folders (1) • Deleting folder/file and restoring (1) • How can u protect access to your folder or file? (1) • What are the other methods of protecting files from being lost? (1) • Position of fingers on the keyboard (1) • Selection and de selection of text using keyboard an mouse (1) • Conduct spell check (1) • Adding word in dictionary (1) • Apply zoom (1) • Adding an removing tool bars (1) • What could a virus do to your computer? (1) • Adding and removing ruler (1) • Where can we find the back up tool in your computer (1) • Connect any device to a computer (1) • Switching on of device and making sure that communication is established (1) • Method of finding help function (1) • Page set up (1)

TOTAL:



TOOL 5: CASE STUDY QUESTION 1 This Question covers the following unit standard. US ID 116938SO1-5; US ID 116933SO1-6; US ID 9357 SO1-4; US ID 116932SO1-4; US ID 117867SO1-5

1.1 1. Keyboard (1) 2. USB port for printer, scanner or Mouse (1) 3. Serial port for modem (1) 4. Screen/monitor (1) 5. Speakers (1) 6. Head Phones (1) 7. Micro phone. (1) 8. Mouse (1) 9. Network port for Internet (1) 10. Printer (parallel port) (1) 11. Game port for Joysticks (1)

[11] 1.2 1. Keyboard-To type or enter the text (1) 2. USB port for printer, scanner or Mouse-To connect printer, scanner or Mouse (1) 3. Serial port for modem- To connect modem (1) 4. Screen/monitor-To see/display information or graphics (1) 5. Speakers-To produce sound (1) 6. Head Phones-To get sound directly to the ears (1) 7. Micro phone-To increase voice (1) 8. Mouse-To click or selecting text (1) 9. Network port for Internet –To connect to internet (1) 10. Printer (parallel port)-To connect a printer (1) 11 Game port for Joysticks –To connect joysticks to playing games (1)

[11] 1.3 1-If number 1 is not working you be able to type, (1) 4. If Number 4 is not working information can not be displayed. (1) 8- If number 8 is not working to be able to select or use your computer faster (1)

[3] QUESTION 2 2.1 Menu will be opened when start button is clicked (1) 2.2 All save documents in the computer will be displayed. (1) 2.3 Computer will log to internet (1) 2.4 All deleted documents are saved in the recycle bin. (1) 2.5 When click at my computer, all connectivity done to the computer will be displayed (1)



2.6 Network to which the computer is connected to will be displayed. (1) [6]

QUESTION 3 3.1 3.1.1 Tab Key-To move the text faster to the far right (1) 3.1.2 Num lock-To lock and release the numbers (1) 3.1.3 Print Screen-To print the main software screen (1) 3.1.4 Start key –To start a computer (1) 3.1.5 Space bar-To create spaces between the text (1)

[5] 3.2 Explain the function or the meaning of the following:- 3.2.1 Mouse pad –To support the mouse (1) 3.2.2 Mouse pointer-To point (1) 3.2.3 Click-Pressing the left button (1) 3.2.4 Double click-Pressing the left button twice (1) 3.2.5 Triple click- Pressing the left button three times (1)

[5] QUESTION 4

Assessment Criteria Marks Marks obtained Creating three slides 3 Formatting of slides 3 Design templates 2 Save 1 Total 9

TOTAL: 50

9. EXTERNAL ASSESSMENT (SUMMATIVE) The summative assessment component of the AAAT4 learning comprises 50% of the total assessment. The policy on the conduct, administration and management of the GETC-ABET Level 4 examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few. 9.1 STRUCTURE OF A QUESTION PAPER The examination question paper in AAAT4 is written out of 100 marks. The duration of the paper is 3 hours. The paper consists of three sections namely Section A, Section B and Section C. The following table reflects scaffolding /taxonomy principle in the structuring of the examination paper Section Questions Cognitive

level Taxonomy Weighting of marks

A 1,2 and 3 30% (PRACTICAL) B 4 and 5 30% (THEORY C 6 and 7

Low Medium High

remembering Application Analysis Synthesis Evaluation Create

40% (THEORY)

This question paper consists of THREE sections: SECTION A: QUESTIONS 1, 2, and 3 (THEORY) = 30 marks. SECTION B: QUESTIONS 4, and 5 (PRACTICAL) = 40 marks. SECTION C: QUESTIONS 6,7, and 8 (PRACTICAL) = 30 marks.



9.2 Exemplar Question Paper

GENERAL INSTRUCTION AND INFORMATION

1. Type both your centre and examination number on top of your work using header and footer.

This is a practical test; all questions must typed and printed.

2 The educator must provide learners with floppy disk/flash disk/compact disc to save on.

4. Create a folder. Folder name should be” Your name. Test”

3 The educator must create master files for all learners’ activities should the disk fail to open

4 Save your work regularly to prevent loss of your work due to power loss

5 Do not do more than what is required as this will consume time to complete the examination

6 During examination you may make use of help function.

7 Verify if all activities are saved on the disk and can be opened 8 This question paper consists of THREE sections: Answer all questions

SECTION A: QUESTIONS 1, 2, and 3 (THEORY) = 30 marks. SECTION B: QUESTIONS 4, and 5 (PRACTICAL) = 40 marks. SECTION C: QUESTIONS 6,7, and 8 (PRACTICAL) = 30 marks.

SECTION A QUESTION 1 Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A-C) next to the question number (1.1 – 1.10) in the ANSWER BOOK.

1.1 What is a Word Processing? A

B C

An application used for creating documents. An example of a document A class exercise

(1)

1.2 What is a PowerPoint? A

B C

A special program. Software used to create edit and generally modify presentations. Special slide presenters program.

(1)

1.3 To save a word document on the desk top you need to? A

B C

Click File and quickly on the desktop. Click file, click save as, in file name type desk top and then choose desktop. Click file, click save as, in save as choose Desktop then click save.

(1)

1.4 To align text to the centre you will have to: A

B C

Press CTRL +C. Select text you intend to align and on the Formatting toolbar click align. Select text you intend to align and Press CTRL+E.

(1)

1.5 To copy and paste data you need to: A

B C

Select data and paste it. Copy data and paste it Select data, on the edit menu click copy, place the cursor where you would like to place data and click paste.

(1)

1.6 To start a new slide, you would



A B C

Click start, then click slide. Click slide, then click start. Press Control+N.

(1)

1.7 To change the font colour you need to: A

B C

Click font colour change and click yes. Click font colour change and choose colour. Select text and click format and effect changes.

(1)

1.8 How would you remove header and footer? A

B C

Click at view, at header and footer click delete. Click at view, click header and footer click don’t show on slide. Click at view, header and footer click remove

(1)

1.9 How to print a slide presentation. A

B C

On file menu, click print preview, in print what box click slides and the click print On file menu, click print preview the click print On print menu, click print preview, in print what box click slides and click print.

(1)

1.10 Saving a slide in pot format means saving a slides as:- A

B C

A graphic. A graphic for use as a web page. As a template.

(1) [10]

QUESTION 2 Match the statement(s) in COLUMN B with the word(s) in COLUMN A. Write only the letter (A – G) next to the question number (4.1 – 4.5).

Column A Column B

2.1 Sensor A Refers to pointing at icon or where on the screen 2.2 Dragging B Used to hold mouse. 2.3 Point C Happen when an object is clicked and the mouse button is not

released.

2.4 Mouse pad D Is a small arrow that we see on the screen 2.5 Mouse pointer E To control the mouse pointer 2.6 Minimise G Delete characters on the left 2.7 Maximise H For reducing the screen 2.8 Close I For closing the screen 2.9 scrolling J For increasing the screen 2.10 Backspace K Moving up and down to reveal unseen parts of the screen [10] QUESTION 3 3.1 What is the function of the keys marked 3.1.1? to 3.1.5. Type the correct answers next to

each number.

[5]

3.2 What is function of the following components? Type the correct answers next to each

3.1.1 3.1.2 3.1.3 3.1.4 3.1.5



number.

[5]

TOTALA SECTION A: 30

SECTION B QUESTION 4 Type the following paragraph and apply instructions as indicated below.

1.

2.

3.

What is AIDS? It is the acquired Immune Deficiency Syndrome. Immune Deficiency means that the body’s immune system is incapable of functioning as a protective barrier against disease. A syndrome is a group symptoms or illness originating from one cause. AIDS is caused by a virus called HIV. The body is normally protected from disease by an immune system. The HIV invades this immune system and destroy it by killing the white blood cells that safe guard the body against illness. As a result, it is no longer able to fight life threatening infections and diseases such as cancer, pneumonia and tuberculosis. AIDS is the collection of diseases resulting from the breakdown of the immune system after it has been invaded and weakened by HIV.

1.. • Insert border (1) 2. • Justify (1) 3. • Font size:14 (1) 4. • Comic sans (1) 5. • Underline topic (1) 6. • Spell check (1) 7. • Copy paragraph 1 and paste it at number 4. (1) 8. • Apply 1.5 spacing (1) 9. • Apply different font colour to all paragraph. (1) 10. • Highllight the abbreviation “HIV AIDS from the paragraph (1)

[10] QUESTION 5 The South African Big Five The South African Big five refers to the most difficult and dangerous animals to hunt in the wild. Lets look at what makes the special. Leopard Mostly a night predator, this animal is seen after sunset. The Leopard lugs his meals into a tree and eats it there. The usual pray for this animal is snakes, baboon, jackals and impalas. Buffalo They graze in a herd on the grassland. The buffalo is a very thirsty animal, so will always stay near water. The males fight for females and the loser had to leave the heard. Lion King in the wild. This big cat will almost eat anything. Lions like company and will hung in a team. Female hunt most of the time but females will eat first. Rhinoceros One of the biggest mammals on land. Only eats juicy and short grass.He stakes his leaving area with

3.2.1 3.2.2 3.2.3 3.2.4 3.2.5





dung. Elephant The biggest mammal on earth. Elephant has few natural enemies. They consume vast amount of vegetation and can damage forest and grass land 1. Font size 18 “to the names of the animals (1) 2. Font size 14 “to the paragraph (1) 3. Font: Comic Sans (1) 4. Insert exclamation mark after each animal (1) 5. Bold, Underline and Italic (3) 6. Justify (1) 7. Proof read (1) 8. Apply 1.5 spacing (1)

[10] QUESTION 6 6.1 Load Ms PowerPoint and create five presentation slides using the following information:-

• Creating five slides (5) • Formatting slide (1) • Custom animation (2)

Introduction 1 The HIV/AIDS epidemic has reached such proportions that drastic action is needed to stop the spread of the disease. Through education and dissemination of information we can help to combat this disease. HIV is among us .It is real and spreading.

Introduction 3 There is still no cure for HIV/AIDS. Nothing can prevent infection except our own behavior. The power to defeat the spread of HIV/AIDS lies in our partnership .It is our hope that this presentation will educate, inform and be partnership to fight HIV and AIDS.

Introduction 4 The world is facing the twenty century with a gloom that threatens human kind. AIDS is an enemy with an impact beyond comprehension. Never before in history has there been an epidemic that is so fatal and irreversible despair.

Presentation By

Your surname and initials Topic: HIV/AIDS

Date: Time:

Venue:

Introduction 2 By allowing it to spread, we face the danger that half of our youth will not reach adulthood. Their education will be wasted. The economy will shrink. There would be a larger number of sick people whom the health will not be able to maintain. Our dreams as people will be shattered.



• Design template (1) • Spell check (1)

[10] 6.2 Create a presentation using content which is on question 5 and apply the following

instructions. Your presentation must consist of five slides including the following:-

• Content on at least five different slide layouts. (5) • Apply any design template (1) • At least one slide must have a different side design template. (1) • A title slide with appropriate content including a sub title. (1) • Slide 2 with formatted text. (1) • Slide 3 with a picture or graphics (1)

[10]

TOTAL SECTION B: 40 SECTION C QUESTION 7 Design the cover page of your curriculum vitae and apply the following instructions:- • Insert border (2) • Centre align (2) • Font size 34 for topic, (2) • Font type: Arial black (2) • Font color: Blue (2)

[10] QUESTION 8 Create a letterhead of your business. Apply the following instructions to the name of the business: Different font colour to each Alphabets, font 14 /caps, centre align, font type: Arial Black

[10]

QUESTION 9 Look at the picture of CPU ports below and answer questions that follow:-



9.1 Identify and type computer components that may be connected from 1 to 5. (5) 9.2 Type the function of each component/device marked 1 to 5? (5)

[10]

TOTAL SECTION C: 30

GRAND TOTAL: 100 MEMORANDUM SECTION A Question 1 1.1 A (1) 1.2 B (1) 1.3 C (1) 1.4 C (1) 1.5 C (1) 1.6 C (1) 1.7 B (1) 1.8 C (1) 1.9 A (1) 1.10 A (1)

[10] QUESTION 2 2.1 E (1) 2.2 C (1) 2.3 A (1) 2.4 B (1)

1

2

5

4

3



2.5 D (1) 2.6 G (1) 2.7 I (1) 2.8 H (1) 2.9 J (1) 2.10 F (1)

[10] QUESTION 3 3.1 3.1.1 For creating capital and small letters (1) 3.1.2 For creating spaces between text while typing. (1) 3.1.3 To move to the next line, paragraph (1) 3.1.4 Delete text on the left. (1) 3.1.5 Delete text on the right. (1)

[5] 3.2 3.2.1 To click. (1) 3.2.2 To save text while typing. (1) 3.2.3 For display. 3.2.4 To produce sound. (1) 3.2.5 To scan the documents. (1)

[5]

TOTAL SECTION A: 30 SECTION B QUESTION 4 Assessment Criteria Marks Marks obtained Insert border 1 Justify 1 Comic sans 1 Underline topic 1 Spell check 1 Copy paragraph 1 and paste it at number 2 Apply 1.5 spacing 1 Apply different font color to all paragraphs.

1

Highlight the abbreviation ”HIV AIDS from the paragraph

1

Total 10

QUESTION 5 [10]

Assessment Criteria Marks Marks obtained Font size 18 “to the names of the animals” 1 Font size 14 “to the paragraph” 1 Font: Comic Sans 1 Insert exclamation mark after each animal

1

Bold, Underline and Italic 3



Justify 1 Proof read 1 Apply 1.5 spacing 1 Total 10

[10] QUESTION 6 Assessment Criteria Marks Marks obtained Creating five slides 5 Formatting slide 1 Custom animation 2 Design template 1 Spell check 1 Total 10

[10] Assessment Criteria Marks Marks obtained Content on at least five different slide layouts.

5

Apply any design template 1 At least one slide must have a different side design template

1

A title slide with appropriate content including a sub title

1

Slide 2 with formatted text 1 Slide 3 with a picture or graphics 1 Total 10

[10]

TOTLA SECTION B: 40 SECTION C QUESTION 7 Assessment Criteria Marks Marks obtained Insert border 2 Centre align 2 Font size 34 for topic, 2 Font type: Arial black 2 Font color: Blue 2 Total 10 [10] QUESTION 8 Assessment Criteria Marks Marks obtained Applying the following instructions to the name of the business: Different font colour to each Alphabets

4

font 14 /caps, 2 centre align 2 font type: Arial Black 2 Total 10

[10] QUESTION 9 9.1 1 Keyboard port (1)



2 USB port for printer, scanner or Mouse (1) 3 Serial port for internet. (1) 4 Screen / monitor (1) 5 Speakers. (1)

[5] 9.2 1 Keyboard-To type or enter the text. (1) 2 USB port for printer, scanner or Mouse-To connect printer, scanner or Mouse (1) 3 Serial port for internet-To connect to internet. (1) 4 Screen / monitor-To see/display information or graphics. (1) 5 Speakers-To produce sound. (1)

[5]

TOTAL SECTION C: 30

GRAND TOTAL: 100 Hints of marking of the answer scripts: Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent. Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:

Effective use of marking guidelines Adherence to the marking guidelines All answers (responses) to be marked One tick, one mark Use appropriate ink for marking( red for markers and green for moderators) Ensure uniform standard throughout the marking session (marking guideline to be adapted to

accommodate all possible answers) Ensure correct transfer of marks on both the scripts and the mark sheets

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following: Validity Assess what is supposed to be assessed. Examination question papers and SBAs take

the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions that are clear, consistent and unambiguous. Assessment criteria are strictly adhered to. Marking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations which are



moderated internally and externally. Question Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location, etc) Assessment is accessible to all candidates Covers different cognitive levels Nature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system. Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners

already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment: It is developmental and used to inform both the teacher and the learner about how

the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given time.

The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or

revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment: It is an external way of monitoring the education system by comparing learners’

performance to national indicators of learner achievenement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken. Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment, Self-assessment, Peer-assessment and Group-assessment.

Tests, Drawings, Paintings, Graphs, Physical activities, Projects, Demonstrations, Poems, Dramas, Role-plays, Stories,Songs/music, Oral presentations,Written presentations, Worksheets, Questionnaires, Cassettes, Posters,

Assessment grids, Rubrics, Memoranda and Observation sheets.

Baseline, Diagnostic, Formative, Summative and Systemic.

In conclusion please note that assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, marking and moderating the assessment task.