Educators' Guide for Pedagogy and Assessment
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Learning Area: Science and Technology
Computing > LEVEL 8
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Introduction to computer systems
1] I can describe the functioning of a computer system e.g. identifying the key elements of the system including the CPU, RAM, ROM, ALU and cache memory.
2] I can apply my knowledge of the elements of a computer system to systematically evaluate digital solutions to specific needs e.g. recognising where high specifications are important and where they are not.
3] I am aware that electronic hardware contains items such as gold and silver which for the benefit of the environment need to be recycled e.g. the pins on the CPU and extracting gold components with acid.
LEARNING TO BE4] I have a systems level appreciation of the Internet of Things (IoT) in the house and understand how it can help me be more efficient in my daily routines e.g. Integrate Security Systems, Home Automation, Device to Device Communication.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Principles of computing, software and hardware
1] I understand the concepts of notation. I know that digital devices use a specific code e.g. binary and hexadecimal.
2] I know that computer processing is based on 1s and 0s which relate directly to the binary system.
3] I can explain how the byte is used to measure memory, size, bandwidth and I am aware of different size measures e.g. MB, GB, TB, PB.
INFORMATION MANAGEMENT
4] I know and can apply the terms related to character sets in ASCII and UNICODE e.g. 6510 is equal to A in ASCII.
5] I can do number conversion to and from decimals and hexadecimals.
6] I can describe the different computer systems e.g. PCs Tablets, Wearables, Phablets and Smart Phones.
7] I know and can describe different architectures both hardware e.g. ARM, RISK, ASICS, SNAP DRAGON and software layers.
8] I know the advantages and disadvantages as well as ethical issues and can draw a comparism between off-the-shelf and open source software.
9] I can think in an object-oriented way and acknowledge the fact that we are surrounded by objects. I am able to identify unique parameters e.g. the attributes of a car include how many passengers it can hold, its colour vs the attributes of a table which include height, number of legs, material, etc.
CREATIVE LEARNING
10] I can name several common languages and describe the context in which they might be used e.g. verbal/non-verbal language, symbolic and computer languages such as Java.
11] I understand the need for both high-level and low-level languages e.g. Assembly Language in 3D rendering engines and C# (C-Sharp) in business applications.
2] I know that computer processing is based on 1s and 0s which relate directly to the binary system.
3] I can explain how the byte is used to measure memory, size, bandwidth and I am aware of different size measures e.g. MB, GB, TB, PB.
INFORMATION MANAGEMENT4] I know and can apply the terms related to character sets in ASCII and UNICODE e.g. 6510 is equal to A in ASCII.
5] I can do number conversion to and from decimals and hexadecimals.
6] I can describe the different computer systems e.g. PCs Tablets, Wearables, Phablets and Smart Phones.
7] I know and can describe different architectures both hardware e.g. ARM, RISK, ASICS, SNAP DRAGON and software layers.
8] I know the advantages and disadvantages as well as ethical issues and can draw a comparism between off-the-shelf and open source software.
9] I can think in an object-oriented way and acknowledge the fact that we are surrounded by objects. I am able to identify unique parameters e.g. the attributes of a car include how many passengers it can hold, its colour vs the attributes of a table which include height, number of legs, material, etc.
CREATIVE LEARNING10] I can name several common languages and describe the context in which they might be used e.g. verbal/non-verbal language, symbolic and computer languages such as Java.
11] I understand the need for both high-level and low-level languages e.g. Assembly Language in 3D rendering engines and C# (C-Sharp) in business applications.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Understanding the digital world
1] I can explore how technological advancements can help people around the world and areas that are at a disadvantage e.g. ground penetrating radar, intelligent systems, robotics.
SELF AWARENESS
2] I acknowledge the social, ethical and cultural implications of technology e.g. the digital divide.
SOCIAL CHANGE
3] I can discuss the implications of a Big Brother Society with the ever increasing use of implanted technologies e.g. child GPS trackers.
COGNITIVE
4] I can describe how systems and technologies can be designed and developed in a way which minimises energy use and environmental impact e.g. using automation to switch lighting on and off and monitor electricity consumption.
LEARNING TO LIVE TOGETHER
5] I can describe how computing is used in data gathering e.g. weather forecasting and climate control.
6] I can describe where simulation and situation modelling are used e.g. architectural emergency action designs and oil drilling.
7] I know how common technologies such as GPS, RFID, Autopilots and driverless cars work e.g. lidars, collision detection and pedestrian recognition.
8] I understand the extensive use of robotics in industrial automation and why this is the case e.g. car manufacture or washer quality control.
9] I acknowledge that ICT is having a significant impact on the development of fundamental technologies e.g. bioengineering, nano technologies and new energy development.
SELF AWARENESS2] I acknowledge the social, ethical and cultural implications of technology e.g. the digital divide.
SOCIAL CHANGE3] I can discuss the implications of a Big Brother Society with the ever increasing use of implanted technologies e.g. child GPS trackers.
COGNITIVE4] I can describe how systems and technologies can be designed and developed in a way which minimises energy use and environmental impact e.g. using automation to switch lighting on and off and monitor electricity consumption.
LEARNING TO LIVE TOGETHER5] I can describe how computing is used in data gathering e.g. weather forecasting and climate control.
6] I can describe where simulation and situation modelling are used e.g. architectural emergency action designs and oil drilling.
7] I know how common technologies such as GPS, RFID, Autopilots and driverless cars work e.g. lidars, collision detection and pedestrian recognition.
8] I understand the extensive use of robotics in industrial automation and why this is the case e.g. car manufacture or washer quality control.
9] I acknowledge that ICT is having a significant impact on the development of fundamental technologies e.g. bioengineering, nano technologies and new energy development.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Machine logic
1] I can define the function and truth tables of the AND, OR, NOT, NOR and XOR logic gates.
2] I can recognise and use standard symbols to represent logic gates e.g. standard symbols for gates AND, OR, NOT, NOR and XOR.
3] I can draw truth tables for each logic gate.
2] I can recognise and use standard symbols to represent logic gates e.g. standard symbols for gates AND, OR, NOT, NOR and XOR.
3] I can draw truth tables for each logic gate.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Practical problem solving, structure diagrams, algorithms, flowcharts, pseudocode and programming concepts
1] I am aware and make use of problem solving techniques e.g. flowcharts and mindmaps.
2] I fully understand the term algorithm and can produce on-the-fly process alogrithms for simple situations e.g. crossing a road whilst appreciating how complex algorithms can get, for more complex situations.
3] I understand that the three programming constructs are sequence, selection sequence and repetition.
4] I can represent algorithms as simple pseudocode using the basic software programming constructs.
5] I can spot errors in my own pseudocode and am able to use resources to help me find a solution e.g. dry run.
6] I can be critical of the effectiveness of a given solution.
7] I can use a graphical language e.g. Scratch to construct simple games and/or programmes.
2] I fully understand the term algorithm and can produce on-the-fly process alogrithms for simple situations e.g. crossing a road whilst appreciating how complex algorithms can get, for more complex situations.
3] I understand that the three programming constructs are sequence, selection sequence and repetition.
4] I can represent algorithms as simple pseudocode using the basic software programming constructs.
5] I can spot errors in my own pseudocode and am able to use resources to help me find a solution e.g. dry run.
6] I can be critical of the effectiveness of a given solution.
7] I can use a graphical language e.g. Scratch to construct simple games and/or programmes.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Communication networks and internet technologies
1] I can describe the internet timeline starting from ARPANET to the WAN we use today.
MANAGING INTERNET USE
2] I can describe the nature of the internet as a worldwide collection of computer networks.
3] I can describe how the Internet has impacted our lives e.g. shopping.
4] I can describe how web-pages are transferred from server to client and are displayed by a browser e.g. I can describe the role of a web browser and a web server.
5] I acknowledge the meaning of hypertext transfer protocol (http) and HTML. I understand how web pages are encoded as HTML.
6] I understand the need for common file types and web standards e.g. JPEG, PDF and MP3.
7] I know that devices can be connected by a range of communication media including wireless and
copper/fibre cables e.g. wireless including WIFI, 3G and 4G.
8] I understand how networks differ in different situations e.g. banks, supermarkets.
MANAGING INTERNET USE2] I can describe the nature of the internet as a worldwide collection of computer networks.
3] I can describe how the Internet has impacted our lives e.g. shopping.
4] I can describe how web-pages are transferred from server to client and are displayed by a browser e.g. I can describe the role of a web browser and a web server.
5] I acknowledge the meaning of hypertext transfer protocol (http) and HTML. I understand how web pages are encoded as HTML.
6] I understand the need for common file types and web standards e.g. JPEG, PDF and MP3.
7] I know that devices can be connected by a range of communication media including wireless and
copper/fibre cables e.g. wireless including WIFI, 3G and 4G.
8] I understand how networks differ in different situations e.g. banks, supermarkets.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Databases
1] I understand what a flat-file database is and how it can be applied in simple contexts e.g. a paper filing system or a card file. I understand that data can be saved as a digital database to speed access, add flexibility and save space.
INFORMATION MANAGEMENT
2] I understand key terms e.g. data-file, field, record, keyfield, sort and search.
INFORMATION MANAGEMENT
3] I understand the importance of ensuring that data is entered correctly and identify the possible consequences of errors.
COGNITIVE LEARNING
4] I can describe the ways in which data can be captured in everyday life e.g. barcodes, QR codes, magnetic strips, etc.
5] I know that the mentioned devices are used in different organisations e.g. supermarkets, banks and industries.
6] I can demonstrate that databases overcome the disadvantages of flat files.
7] I can describe the building blocks of databases e.g. tables, records, fields, etc.
8] I can assign validation techniques on different data type fields and list data capturing devices.
PERSONAL LEARNING
9] I understand how databases can be used in a variety of real life contexts e.g. stock control, club membership systems. I can describe advantages of such systems in terms of various stakeholders e.g. customers, managers and staff.
10] I understand and can use more complex terms to describe how databases are designed and structured e.g. entity, table, attribute and data redundancy.
11] I can construct an entity-relationship diagram.
PRACTICAL
INFORMATION MANAGEMENT2] I understand key terms e.g. data-file, field, record, keyfield, sort and search.
INFORMATION MANAGEMENT3] I understand the importance of ensuring that data is entered correctly and identify the possible consequences of errors.
COGNITIVE LEARNING4] I can describe the ways in which data can be captured in everyday life e.g. barcodes, QR codes, magnetic strips, etc.
5] I know that the mentioned devices are used in different organisations e.g. supermarkets, banks and industries.
6] I can demonstrate that databases overcome the disadvantages of flat files.
7] I can describe the building blocks of databases e.g. tables, records, fields, etc.
8] I can assign validation techniques on different data type fields and list data capturing devices.
PERSONAL LEARNING9] I understand how databases can be used in a variety of real life contexts e.g. stock control, club membership systems. I can describe advantages of such systems in terms of various stakeholders e.g. customers, managers and staff.
10] I understand and can use more complex terms to describe how databases are designed and structured e.g. entity, table, attribute and data redundancy.
11] I can construct an entity-relationship diagram.
PRACTICALLearning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Robotics and automation
1] I know what a development board is.
3] I am able to create a program using electronics and sensors e.g. fade in/out an LED and change the colour of an RGB LED.
4] I can set up a simple system e.g. a traffic light enabled crosswalk using a range of input sensors e.g. push buttons and output devices such as LEDs.
5] I am able to create a robot to solve a problem issued by the teacher e.g. pick an object
6] I am able to work in a group to create a robot using a development board as the main controller.
3] I am able to create a program using electronics and sensors e.g. fade in/out an LED and change the colour of an RGB LED.
4] I can set up a simple system e.g. a traffic light enabled crosswalk using a range of input sensors e.g. push buttons and output devices such as LEDs.
5] I am able to create a robot to solve a problem issued by the teacher e.g. pick an object
6] I am able to work in a group to create a robot using a development board as the main controller.
Learning Area Outcome: I understand the science and technology in our daily use and my place in the everyday world.
Subject Focus: Ethical hacking and security
1] I know what is the difference between black hat and white hat hacking.
2] I know that hacking is an integral part of security.
3] I am aware of common methods of attack e.g. denial of service, brute forcing etc.
4] I am aware that hacking is as much technical as it is social e.g. phishing people for passwords.
5] I understand that accessing systems which I have no access to, is illegal and carries consequences.
6] I can encrypt and decrypt a simple text message using a variety of methods e.g. cyrptograph wheel, card masks etc.
7] I understand the concept of makerspaces and the impact on technology research.
2] I know that hacking is an integral part of security.
3] I am aware of common methods of attack e.g. denial of service, brute forcing etc.
4] I am aware that hacking is as much technical as it is social e.g. phishing people for passwords.
5] I understand that accessing systems which I have no access to, is illegal and carries consequences.
6] I can encrypt and decrypt a simple text message using a variety of methods e.g. cyrptograph wheel, card masks etc.
7] I understand the concept of makerspaces and the impact on technology research.
