Wednesday, May 7, 2008

ICT OL Syllabus

RATIONALE


In this information era, as curriculum developers, we must consider global changes and the demand of stakeholders in education in Sri Lanka. This knowledge-based economy is continuously and rapidly changing the world, where people often change their jobs and the way of life. In this context, we have to bridge the gap between global requirements and local standards through the curriculum, providing transferable skills and competencies related to the world of work. Especially the enterprise and entrepreneurial skills of students should be developed. The student should learn at school a wide variety of competencies for different needs of life in a changing world. They should have various views and different ways to continue studies and proceeded to employment.

Information & Communication Technology (ICT) has become the state of the art technology of the contemporary world. Every sector of the economy is forced to use this technology to make their work effective and efficient and thereby maintain a competitive edge. This has changed the types of skills and knowledge needed in the world of work.

Since Sri Lanka is in the early stages of introducing ICT to lower grades, the present syllabus does not demand any ICT knowledge as an entry requirement. Therefore, this syllabus is intended to introduce ICT /computer science as a technical subject to be offered at the G.C.E (O/L). Objectives of this syllabus, are to develop the competencies to utilize the ICT tools and to build a basic theoretical base for the student to act as a foundation to pursue higher studies in ICT.

The present infrastructure and human resource development (teacher training) facilities are not sufficient to introduce this ICT syllabus. However, it is supposed that the required facilities for schools will be fulfilled in the near future by various donor agencies like ADB/SEMP, GEP, WB, etc. Sustainability of this syllabus depends on the continuous working conditions of ICT laboratories and the frequent provision of updated knowledge to the ICT teachers. The content of this syllabus has to be updated regularly to match the requirements of the rapidly changing technological world.

The teaching/learning of this syllabus could partly be carried out in the English medium. However, a bilingual method should be used so that the terms of new ICT concepts are given in both media, the mother tongue and English.

The minimum proficiency expected could be assessed and evaluated throughout the course of study. The practical components of this ICT syllabus provides a good opportunity for school based assessment. At the same time a fair percentage of content could be incorporated at national level evaluation.













National Goals

• The achievement of National Cohesion, National Integrity and National Unity.
• The establishment of a pervasive pattern of Social Justice.

• The evolution of Sustainable Pattern of Living - A Sustainable Life Style which is vital for the year 2000 and beyond when, for the first time in the history of mankind even air and water cannot be taken for granted.
• The generation of Work Opportunities, that are, at one and the same time, dignified, satisfying and self-fulfilling .
• In the above frame work, the institution of a variety of possibilities for ALL to Participate in Human Resources Development, leading to cumulative structures of growth for the nation.
• The active partnership in Nation Building activities should ensure the nurturing of a continuous sense of Deep and Abiding Concern for One Another.
• In a rapidly changing world, such as we live in today: it is imperative to cultivate and evolve elements of adaptability to change- Learn to Adapt to Changing Situations. This must be coupled with the competencies to guide change for the betterment of oneself and of others.
• The cultivation of a Capacity to cope with the Complex and the Unforeseen, achieving a sense of security and stability.
• The development of those competencies linked to Securing an Honourable Place in the international community




Basic Competencies

A. COMPETENCIES IN COMMUNICATION
This first set of competencies is made up of three subsets - Literacy, Numeracy and Graphics.
Literacy includes: Listen attentively, Speak clearly, Read for meaning and Write accurately and lucidly
Numeracy includes: Use numbers for Things, Space and Time, Count, Calculate and Measure systematically.
Graphics includes: Make sense of line and form, express and record details, instructions and ideas with line, form and colour.

B. COMPETENCIES RELATING TO THE ENVIRONMENT
This second set of competencies relates to the Environments - Social, Biological and Physical Environments.

Social Environment :
Awareness, sensitivity and skills linked to being a member of society, social relationships, personal conduct, general and legal conventions, rights, responsibilities, duties and obligations.
Biological Environment:
Awareness, sensitivity and skills linked to the Living World, Man and the Ecosystem, the Trees, Forests, Seas, Water, Air and Life Plant, Animal and Human Life.
Physical Environment :
Awareness, sensitivity and skills relating to Space, Energy, Fuels, Matter, Material and their links with Human Living, Food, Clothing Shelter, Health, Comfort, Respiration, Sleep, Relaxation, Rest, Wastes and Excretion. Included here are the skills in using tools to shape and form materials for living and learning.











C. COMPETENCIES RELATING TO ETHICS AND RELIGION

This third set of competencies is laden with values and attitudes. It is essential for individuals to assimilate values, so that they may function in a manner consistent with the ethical, moral and religious modes of conduct, rituals, practices in everyday living, selecting that which is not appropriate.


D. COMPETENCIES IN PLAY AND THE USE OF LEISURE.

This fourth set of competencies links up with pleasure, joy and such human motivations. These find expression in play, sports, athletics and leisure pursuits of many types. These are essential for realizing mental and physical well being. These also link up with such values as cooperation, team work, healthy competition in life and work. Here are included such activities as are involved in aesthetics, arts, drama, literature, exploratory research and other creative modes in human living.

E. COMPETENCIES RELATING TO “ LEARN TO LEARN”
This fifth set of competencies flows directly from the nature of a rapidly changing, complex and crowded world. Whatever one learns the learning will need updating and review. This require that one should be aware of, sensitive and skillful in sustained attention and be willing to persevere and attend to details that matter in a given situation. These are the basics in the competence “ Learn to Learn” throughout the life . Further, the information revolution makes this an imperative.


Aims and General Objectives of the Syllabus


Aims
• Develop a base for the further studies in Information & Communication Technology(ICT)

• Acquire the skills necessary for the application of ICT based solutions to problems


• Appreciate a range of applications of ICT tools and the effects of their use



Objectives

The student will

• Demonstrate knowledge and understanding of the components and functions of an information processing system

• Appreciate the potential of various ICT tools in information processing and uses these appropriately in problem solving

• Understand that ICT is a rapidly changing discipline and the necessity to keep pace with changes

• Use ICT to enhance learning

• Demonstrate an awareness of social, ethical and safety issues related to ICT

• Identify appropriate study paths in IT to pursue higher studies based on ability and aptitude

• Become competent in analysing a problem and providing solutions using ICT

• Demonstrate the ability to search, locate and evaluate various information sources and use that information for required purpose.


Teaching Learning Strategies

• Wherever possible a student-centered approach must be adopted to assist the students to learn.
• Resources such as reports, wallpapers, and charts, related to the subject must be provided and students must be encouraged to collect and produce these by themselves. Organizing exhibitions, visits to installations, are also possible strategies.
• Educational and various training software can be used in the teaching/ learning process.
• Students must be trained to use the facilities and potentials of computers in their day-to-day work and for educational purposes.



To provide the best benefits for the student this subject has to be conducted in English. The student would become familiar with the technical vocabulary. This will help him/her to further his/her knowledge when referring to technical manuals and journals written in English. But, due to certain drawbacks prevailing in the country, this subject may be taught bilingually (using English and the mother tongue).


School Policy and Programmes


Development of IT is so rapid that no one can keep pace in studying set a curriculum. Therefore, school could liaise with IT organizations, relevant IT companies in order to update the knowledge of the students.

Public lectures could be organized with the help of academics and professionals to enhance knowledge. The school could conduct quiz programmes, debates in the subject and set up an IT society/club in the school. Guiding students for national/international examinations also could be a policy of the school. Formation of a classroom/s level mini-library for a collection of software, IT books, periodicals and newsletters etc.


Assessment Scheme

Assessment procedure for this is two fold:

• School based assessment
• National level examination


School based assessment

As specified by the Department of Examinations, Sri Lanka.

National level examination

This will be conducted at the G.C.E.(OL) examination.

(1) Question Papers

Objective type paper – One hour – Number of question 40 (40 Marks)

Structured paper - Two hours – 8 Questions to be answered out of 10.
(60 Marks)

(2) Project
This has to be completed by the student guided by the teacher. The teacher must certify that the output is the effort of the individual student. Projects would be marked according to given criteria. The project has to achieve a pass mark for the student to pass in the theory paper.




Subject Contents and Time Allocation



Total number of periods :- 240
Unit Topic Proposed No. of periods

Practical Theory
1 Fundamentals of ICT 6 4
2 Computer architecture and Operating Systems 7 8
3 Generic Software 35 5
4 Modern day ICT applications in the world of work 3 12
5 System Analysis and Design 0 30
6 Computer Programming 40 20
7 Internet and Web Site Development 30 10
8 IT and Society 0 15
9 Student Project 0 15


Total -- (Theory --, Practical --)
(40 minutes for one period)

The required number of practical hours for the project must be found outside these hours.

Unit 1 . Fundamentals of ICT Periods

Objectives

The student will be able to
• Appreciate the use of ICT for efficiency and effectiveness of organizations
• Identify and describe the components of computer systems
• Distinguish between hardware, software and live ware
• Understand the rapid development of ICT
• Connect a computer and use it for a simple application


Subject content

1.1 Introduction to ICT
1.1.1 Use and importance of ICT in the economy
1.1.2 ICT tools


1.2 Introduction to computers
1.2.1 Evolution of a computer to the present state
1.2.2 Components and peripherals of a computer system
1.2.3 Classification of computers
1.2.4 Computer architecture
1.3 Software
1.3.1 System software
1.3.2 Application software

1.4 Data Processing
1.4.1 Types of processing

1.5 Networking of computers
1.5.1 Advantages of networking
1.5.2 Topologies

1.6 Hands on training
1.6.1 Connecting peripherals
1.6.2 Running a menu driven application package
1.6.3 Shut down

Key Issues and Concepts

• Overview of ICT equipment used in the economy
• Advantages and disadvantages of the use of ICT in the society
• Development of electronic technology and its effect on ICT
• Mainframe, Mini, Micro computers, portable computers
• Overview of application software and system software
• Connecting a machine and running a simple application package


Suggested Teaching/Learning activities
A learning video/CD to observe installations that use ICT
Use of software to understand the hardware parts of a computer system
Visit to an installation
Connecting and disconnecting peripherals of computers
Input, output devices, storage

Suggested Learning Resources
Multi media Computers
Non working computers for students to have hands on experience
Educational video



Unit 2 . Computer architecture and Operating Systems --Periods

Objectives

Student will be able to
• understand the inner workings of computers
• distinguish between operating systems and application software
• appreciate the functions of the operating system
• use the functions of operating systems


Subject content

2.1 Introduction to number systems
2.1.1 Binary, octal, hexa decimal
2.1.2 Conversion between number systems
2.2 Data representation
2.2.1 Bit, Byte
2.2.2 ASCII, BCD
2.3 Boolean algebra
2.3.1 Basic laws in Boolean algebra
2.3.2 Truth tables
2.3.3 Basic operations
2.4 Logic gates and circuits
2.4.1 Simple circuits
2.4.2 Masks, Decoders
2.5 Operating systems
2.5.1 GUI operating systems
2.5.2 Files and directories
2.6 Functions of operating systems





Unit 3.0 - Generic Software -- Periods

Objectives:

The student will be able to

• use features of word processing, desk top publishing and graphics software for presentations

• Identify, select and integrate audio, video and digital images for multimedia presentations

• use electronic spreadsheets for analysis, organizing and displaying numeric data

• design and manipulate databases and generate customized reports


Subject Content:

3.1 Use of word processing, desktop publishing and graphics software

3.1.1 Brief introduction to word processing, desktop publishing and graphics software
3.1.2 Formatting a document, working with graphics and drawing objects, creating and customizing tables
3.1.3 Creating slide shows including audio, video and digital images

3.2 Use of Electronic spreadsheets

3.2.1 Brief introduction to electronic spreadsheets
3.2.2 Working with worksheets and editing worksheet data
3.2.3 Formatting and Printing worksheets
3.2.4 Performing analysis on worksheet data

3.3 Use Database software
3.3.1 Brief introduction to databases
3.3.2 Creating and designing tables
3.3.3 Working with simple queries
3.3.4 Generating reports


Key Issues and Concepts
• Generic software
• Integrated software
• Selection of suitable software for a problem
• Audio, video files and Digital images
• Multimedia presentations
• Customizing reports

Suggested Teaching/Learning activities
Create a document including graphics
Edit document using built-in spell checker and thesaurus
Save and print document
Create a slide show including multimedia features
Perform data analysis using spreadsheet software
Save and print worksheets
Create a database using database software
Perform a simple query
Save and print customized reports using database

Suggested Learning Resources
Computer and Printer
Available generic software
Low cost textbooks and journals
On-line help facilities included in generic software
Tutorial CD s for generic software
Downloaded materials from Internet (could be used as offline facility)







Unit 4. Modern day ICT applications in the world of work --Periods

Objectives

Student will
• be aware of the use of integrated system(ICT, mechanical, manual) used in organizations to process jobs
• appreciate the use of ICT tools which can only help solve problems of a special nature (medical equipment, satellite communication)
• be aware of CAL,CBT, CAI for effective and efficient teaching/learning processes




Subject content

4.1 Office automation
4.1.1 Manual system
4.1.2 Mechanical system
4.1.3 Electro mechanical system
4.1.4 ICT integrated systems

4.2 Automated processing plants
4.2.1 Manual system
4.2.2 Mechanical system
4.2.3 Electro mechanical system
4.2.4 Process control
4.2.5 ICT integrated systems
4.2.6 Importance of analog to digital conversion

4.3 Computer aided teaching learning
4.3.1 Use ICT for subject learning
4.3.2 ICT as a teaching aid
4.3.3 ICT for training




Unit 5. System Analysis and Design
- - Periods

Objectives
Student will be able to
• Explain the system concepts
• Identify approaches to system analysis
• Identify methods of system design
• Describe system development life cycle
• Identify the steps of the systems development process

Subject content
5.1 Introduction to Systems
5.1.1 System composition
5.1.2 Organizations as systems

5.2 Introduction to System Analysis
5.2.1 Organization and system cycle
5.2.2 Structure system Analysis

5.3 Introduction to system Design
5.3.1 Design elements

5.4 Introduction to system Development
5.4.1 Implementation and conversion
5.4.2 Testing and Maintenance

Key issues and concepts
• Systems
• Systems Analysis
• Systems Design

Suggested Teaching/Learning activities

• Simple case study as a group activity
• Study activities of a selected simple organization

Suggested Learning Resources
• Text Books
• Exemplar simple System studies reports





Unit 6. Computer Programming --periods


Objectives
Student will be able to
• identify computer languages and their classifications
• suggest a methodology / algorithm to solve a simple problem
• apply data types and operators
• create forms with components for a program
• use flow control of a program
• solve a simple problem writing a computer program

Subject Content

1. Introduction to programming
Classifications, Generations
2. Algorithms
3. Create Forms
4. Components of a form
Label, Text Box, Buttons
5. Data Types and Operators
6. Data Input and Output with forms
7. Decisions
8. Repetitions
9. Arrays
10. Sub Routings
11. Insert Images, Sound Clips and Video Clips
12. Database Handling with a simple table


Key Issues and Concept
• Programming language classification
• Data and control structure
• Problem solving

Suggested Teaching/Learning Activities

• Write and modify algorithms and computer programs for simple problems
• Enter program to computer, modify, and build software
• Evaluate process and results of program

Suggested Learning Resources

• Computer
• Programming Language – Visual Basic Text Book, Journals
• Set of sample programs



Unit 7. Internet and Web Site Development --Periods

Objectives
Student will be able to
• create, edit, modify an image using a graphic software
• create, edit, modify a sound clip using sound recording software
• describe search of necessary information through the Internet or Intranet or Help documentation.
• describe use of communication services such as email, chat and conference.
• create simple web pages and link same.


Subject Content

1. Graphic Designing
1.1. Selecting
1.2. Layers
1.3. Filters
1.4. Cut and paste
1.5. Crop
1.6. Color Balance

2. Sound Recording
2.1. Open and use sound recorders
2.2. Save in different formats

3. Internet and services
3.1. Introduction to Internet
3.2. Searching Techniques
3.3. Copy pages and Downloading
3.4. Email
3.5. Chat
3.6. Video Conference

4. Web page development
4.1. Fundamentals of HTML
4.2. Create web pages
4.3. Create a web site and publish through a Intranet

Key Issues and Concept
• Graphic Designing
• Multimedia
• Information exchange through the Internet
• Communication through the Internet
• Web Page and Web Site

Suggests Teaching/Learning Activities

• Create and modify images
• Sound recording and editing
• Search information
• Create and modify web pages

Suggested Learning Resources

• Computer (with the Internet connection – if possible)
• Package for Graphic Design
• Package for web page development
• CD with downloaded web pages and help documents
• Text Book, Journals



Unit 8 IT and Society --periods

Objectives:

Students will
• Discuss merits and demerits of usage of IT in various fields.
• Gain knowledge of legal and ethical issues in the use of IT.
• Gain knowledge of occupational hazards in the use of IT equipment.
• Practice suitable precautions to protect hardware and software.
• Describe structure of an information processing organization
• Gain knowledge of academic and career paths available in IT.

Subject Content:

• Effects of IT applications on individuals and organizations in terms of employment, efficiency and effectiveness, deskilling and human interaction.
• Ethical issues in the use of computer software, hardware and Internet- Software piracy, copyright, computer crimes, use of Internet for immoral activities.
• Legal provisions for protection of personal data
• Computer viruses
• Protection of hardware – proper wiring, precautions in power supply, physical security
• Protection of software – antivirus software, passwords, access rights, data encryption, mirrored systems, backing-up of data
• Occupational hazards in the use of computers
• Organizational structure of information processing division or a software development company
• Academic paths for higher education in IT – Description of approved examinations and institutions.
• Career paths in IT – Description of employment opportunities in IT

Key issues and concepts

• Impact of IT on individuals and organizations.
• Reliability of IT tools.
• Privacy and integrity of information.
• Limitations of precautions against data protection.
• Responsibilities of personnel involved in IT industries.
• Counseling of students in the selection of avenues of higher education and employment in IT.







Suggested teaching/ learning activities

• Engage students in the listing of advantages and disadvantages they may have experienced in various fields where IT is being used- banks, super markets, entertainment, education etc.
• Engage students in collecting advertisements in media regarding IT education and career opportunities.
• Let the students assume that their personal information is on a computer system ( probably connected to Internet ) . Lead a discussion with students on the status of information over time in terms of its reliability, integrity, privacy ,security etc. Explain/ let students suggest precautions to safeguard the information held on the computer system.
• Use the Internet for subject learning. Internet can be used as a powerful resource for the teaching/learning process.

Suggested learning resources

• Newspapers, magazines and other media
• Visits to institutes where IT is being used effectively.
• Visits to information processing/ software development institutes.



Unit 9 Student Project
Student will be able to
• understand a problem and break it down into sub problems
• select appropriate ICT tools to solve problem
• report on proposed solution


Key issues and concepts

• Topics for the project report and allocated marks for each topic would be made available
• Sample project reports would be made available to schools
• Students may have the option to carry out a programming project or use an existing package to solve a problem.

Suggested learning resources

• Newspapers, magazines and other media
• Visits to institutes where IT is being used effectively.
Visits to information processing/ software development institutes.

5 comments:

Unknown said...
This comment has been removed by the author.
Unknown said...

This text is very useful to make a proper list on ICT training + teaching, and all students should visit to this site, should grab important information on subject contents. highly appreciated. All key areas covered.

Ranga Abeyratne

shehara perera said...

All the children can easily find out the answers for question. and they can improve there knowledge in I.C.T.

Vikasitha Ranasinghe said...

This is good

Unknown said...

Is the present system allows year 9 & 10 students to be tested on ICT in schools? having an early entry to ICT would benefit the students who are pursing ICT in the long run.