Caribbean Certificate of

Secondary Level Competence®

SYLLABUS
DIGITAL LITERACY
CCSLC/DL/09/18 – NOT FOR TEACHING

Effective for examinations from May–June 2021

Correspondence related to the syllabus should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica

Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org

Copyright ©2018 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091

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First issued in 2018.

Please check the website, www.cxc.org for updates on CXC®’s syllabuses.

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Contents

INTRODUCTION ........................................................................................................................................ i

RATIONALE .............................................................................................................................................. 1

AIMS ........................................................................................................................................................ 2

GENERAL OBJECTIVES ............................................................................................................................. 2

SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 3

ORGANISATION OF THE SYLLABUS ......................................................................................................... 3

RECOMMENDED APPROACHES TO TEACHING THE SYLLABUS ............................................................... 3

ASSESSMENT GUIDELINES....................................................................................................................... 4

ELIGIBILITY FOR CCSLC® .......................................................................................................................... 5

FORMAT OF THE ASSESSMENT ............................................................................................................... 7

MODULE 1: FUNDAMENTALS OF DIGITAL TECHNOLOGIES ................................................................... 9

MODULE 2: DIGITAL CITIZENSHIP IN A GLOBAL WORLD ..................................................................... 13

MODULE 3: DIGITAL COMMUNICATION AND COLLABORATION ......................................................... 20

MODULE 4: DIGITAL ANALYSIS AND DESIGN ....................................................................................... 26

MODULE 5: CREATIVE DIGITAL SOLUTIONS ......................................................................................... 32

LEARNING GRID..................................................................................................................................... 37

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Caribbean Certificate of Secondary

Level Competence
INTRODUCTION
The Caribbean Examinations Council (CXC®) in consultation with policy makers and educators in CXC®
Participating Territories identified the need for a new programme that would respond to the changing
demands of the education sector. A major development has been the move by all territories to
universal secondary education which enables persons with a wide range of abilities to benefit from
educational provision at this level. The decision to implement programmes to achieve universal
secondary education is based on an understanding that the region needs a well-educated and trained
labour force for an increasingly competitive global environment. A sound secondary education
foundation is imperative for further education and training and for entry in the world of work.
Several territories, having recognised the need for a programme that would meet the new needs in
secondary education, had embarked on the development of national programmes. However, through
consultations at the regional level, policy makers and educators recognised that a regional
intervention by CXC® would have several benefits including cost-effectiveness, common standards,
portability of certification and regional and international recognition.
CXC® has responded. Through the consultative processes employed in syllabus development, CCSLC
was developed and first examined in 2007. The programme which is competency-based comprises a
core of subjects – English, Integrated Science, Mathematics, Modern Languages and Social Studies.
Through this core, the learner should acquire the knowledge, skills, competencies, values and
attitudes that are desired in a secondary school leaver. The core developed by CXC® subject panels
will be examined by CXC®. In addition, learners can gain additional benefit through special
programmes that may be added as electives to the core at national level.
Policy makers and educators have noted that, ideally, this core programme could be taken by all
students at the stage when they are ready. However, the decision on who should take the examination
and in what year it will be taken will be made at national level in consultation with CXC®. A person
who successfully completes this core should have the foundation for further education and training
and for entry level employment. In developing and implementing this programme at the secondary
level, CXC®, working with its partners, took into consideration the cultural context and the aspirations
of regional governments for a well-educated and trained labour force to meet the targets set for social
and economic development as enshrined in the CARICOM document “The Ideal Caribbean Person
(2000)”. Also, in keeping with the UNESCO Pillars of Learning, this course of study will contribute to
the development of a person who will learn to be, learn to know, learn to do, learn to live together,
and learn to transform self and society. The foundation that this programme will provide is an
imperative as a base for the development of citizens as the most valuable resource of the small states
of the region.
The main focus of this programme is derived from the aspirations of regional governments and the
Caribbean Community (CARICOM) which acknowledge that education is the route to healthy
democracies and sustainable development. The curriculum is therefore competency based and
encompasses the knowledge, skills, attitudes, values and attributes expected of high school graduates
by regional Governments. Some of these knowledge, skills, attitudes, values and attributes or

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competencies are generic and cut across all five subjects, whilst others are peculiar to each of the five
subjects of the curriculum. The generic and subject specific competencies targeted for development
in the curriculum are given below.

GENERIC COMPETENCIES SUBJECT-SPECIFIC COMPETENCIES

 PROBLEM SOLVING SKILLS  EFFECTIVE ORAL AND IN WRITTEN

COMMINICATION

 CRITICAL THINKING SKILLS  FUNCTIONAL FOREIGN LANGUAGE

PROFICIENCY

 INFORMED DECISION MAKING  MATHEMATICAL LITERACY

 EMOTIONAL INTELLIGENCE  SCIENTIFIC LITERACY

 DIGITAL LITERACY

 SELF-MANAGEMENT SKILLS  SOCIAL AND CITIZENSHIP SKILLS

 CREATIVITY AND INNOVATION

 COLLABORATION SKILLS  TECHNOLOGICAL LITERACY

 CONFLICT MANAGEMENT SKILLS

 FLEXIBILITY AND ADAPTABILITY

 DIVERSITY AWARENESS

 INDEPENDENT LEARNING SKILLS

 INFORMATION COMMUNICATION AND

TECHNOLOGY LITERACY

 ENVIRONMENTAL LITERACY

 HEALTH, SAFETY AND WELNESS

COMPETENCIES

The structure of the programme takes into consideration that the attainment of the competencies
identified is the result of processes that require life-long learning and that mastery is attained by
progressive steps over differing periods of time. Bearing in mind that one of the main purposes of the
curriculum is to prepare individuals to participate fully as productive members of society, key
competencies have been identified that are essential for daily living with emphasis on the workplace.
A Learning Grid (Appendix I) lists the key competencies across the five subjects of the curriculum,
identifies a reference number and indicates the subjects or group of subjects that specifically engage
the learner in its development.

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OUTCOMES OF THE CURRICULUM

The curriculum hinges on the realisation that teaching and learning are essential instruments for the
development of autonomous individuals who will be able to function effectively as productive
members of society. In this regard, the curriculum has identified knowledge, skills, attitudes, values
and attributes or competencies that students who master the programme should have attained. These
include:

1. a positive image of self, family, community, region and world;

2. respect for others irrespective of age, class, creed, gender, ethnicity, physical disabilities or
nationality;

3. an abhorrence of violence in all its forms and commitment to settle disputes through
arbitration and conciliation;
4. the capacity to understand that individual freedom is consonant with the acceptance of
personal responsibility for one’s own actions; and,

5. commitment to ethical and moral societies that recognize equality of opportunity, freedom of
expression and association, and the right to fair judicial process.

MAIN ELEMENTS OF THE CURRICULUM

1. It provides the foundation knowledge, skills and attitudes required for secondary education.

2. It provides the foundation for further education and training and for entry level employment.

3. It provides articulation between and within subject groups offered in the Caribbean Secondary
Education Certificate (CSEC®) examination by catering for students who continue at secondary
school to take General Proficiency examinations in academic or technical and vocational or a
mix of academic and technical and vocational subjects.

4. It facilitates articulation within the wider school curriculum and responds to the
developmental needs of the region.

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DIGITAL LITERACY SYLLABUS

 RATIONALE
Technological innovations influence all areas of life, from the daily lives of individuals, to the work of
business and government, to interactions on a global scale. These innovations help meet basic human
needs and provide opportunities for improving the lives of people. These innovations are second
nature to the digital natives that are presently in classrooms across the region. They represent the
first generations to grow up with this new technology and have spent their entire lives surrounded by
and using a variety of digital technologies. These digital native learners must be prepared to thrive in
a constantly evolving technological landscape and this Syllabus will contribute to meeting their needs.

The reach and rapid evolution of digital technology demand a curriculum that will enable learners to
become digitally literate, that is, able to understand, work with, and benefit from a range of digital
media, software applications, and hardware devices such as computers, mobile phones, and internet
technology, as well as the ability to critically understand digital media content and applications; and
the knowledge and capacity to create with digital technology. As learners become digitally literate,
they will be better able to participate fully in a competitive global economy and to become responsible
citizens in a dynamic world. This syllabus will help learners to develop some fundamental skills and
competencies such as critical thinking, creativity, problem solving, and the ability to do research,
communicate and collaborate that will help them to take a full and active part in social, cultural,
economic, civic and intellectual life. Further, this syllabus will enable learners to create, use, remix,
and share content in a manner that is respectful of the rights of other users.

Digital Literacy is considered an entitlement in the increasing digital culture in which we operate. It is
both a requirement and a right of citizens, if they are to be functional in today’s society. This
entitlement is substantiated by the extensive use of different technologies to perform simple or
complex tasks in all facets of our daily lives. Additionally, learners need to acquire digital literacy skills
since without any form of formal guidance they are likely to remain uninformed and uncritical users
of information and communications technology and unable to capitalize on its use. This syllabus will
provide the basis for developing our learners as digital citizens who are conversant with the ethical
and safety considerations that must guide their use of technology.

The Digital Literacy syllabus is based on objectives, skills and content which will cultivate the attributes
of the Ideal Caribbean Person as articulated by CARICOM. That is, a Caribbean person who
demonstrates multiple literacies, as well as independent and critical thinking, and questions the
beliefs and practices of the past and present and brings this to bear on the innovative application of
science and technology to problem-solving. Such a person will inevitably demonstrate a high level of
self-confidence and self-esteem, a positive work ethic, and value and display the creative imagination
in its various manifestations and nurture its development in the economic and entrepreneurial
spheres and other areas of life. Such an individual will have a strong appreciation of moral issues
including responsibility for and accountability to self and community. Also, in keeping with the
UNESCO Pillars of Learning, this course of study will contribute to the development of a person who
will learn to be, learn to know, learn to do, learn to live together, and learn to transform themself and
society.

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 AIMS
This syllabus is intended to produce students who:

1. Leverage technology to take an active role in choosing, achieving and demonstrating

competency in learning goals, informed by the learning theories.

2. Recognise the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and act in ways that are safe, legal and ethical.

3. Select appropriate resources using digital tools that can be used to compile artefacts to
represent meaningful learning experiences.

4. Use a variety of technologies within a design process to identify and solve problems by
creating new, useful or innovative solutions.

5. Develop and employ strategies for understanding and solving problems in ways that leverage
the power of technological methods to develop and test solutions.

6. Communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.

7. Use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally.

 GENERAL OBJECTIVES
On completion of this syllabus, students should be able to:

1. understand the fundamental principles of technology uses, operations and functions in

improving learning and sustainable development;

2. demonstrate an understanding of the rights, responsibilities, opportunities and behaviours

associated with being good digital citizens;

3. demonstrate an awareness of a variety of digital resources that can generate accurate and
reliable information in order to build knowledge through research;

4. develop an understanding of how technology can be used to facilitate experiment, generate

ideas and design solutions;

5. appreciate how different types of technologies can be used to understand, analyse and solve
problems;

6. demonstrate the ability to use appropriate digital tools to creatively and effectively
communicate;

7. appreciate the role of technology in fostering collaboration;

8. appreciate the importance of digital literacy; and,

9. Understand the use of digital marketing strategies in various contexts.

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 SKILLS AND ABILITIES TO BE ASSESSED

The aims and general objectives can be attained by developing the related key competencies in the
student. These competencies are categorised under three broad headings:

1. Knowledge and Comprehension;

2. Collecting, Organising, Interpreting and Presenting Information (Research);
3. Creativity, Communication and Collaboration;
4. Innovation and Problem Solving; and,
5. Exhibiting Good Digital Citizenship Practices.

 ORGANISATION OF THE SYLLABUS

The syllabus is arranged in five Modules, each of which represents an important dimension of the
subject.

Module 1 - Fundamentals of Digital Technologies

Module 2 - Digital Citizenship in a Global World

Module 3 - Digital Communication and Collaboration

Module 4 - Digital Analysis and Design

Module 5 - Creative Digital Solutions

 RECOMMENDED APPROACHES TO TEACHING THE SYLLABUS

This syllabus is designed using the philosophy that students should be actively engaged in authentic
learner centered activities. Providing opportunities for students to be innovative, creative, and
collaborative will help them to contribute effectively to the learning community. A risk-tolerant setting
is critical to student experimentation with the technology and the development of the required
competencies. For this reason, peer and small group activities are recommended so that students
may feel relaxed and confident enough to manipulate the technology.

While the suggested teaching and learning activities provided in this syllabus are neither prescriptive
nor exhaustive, they provide a good guide for the implementation of the syllabus. Teachers are
encouraged to adapt the activities to their peculiar classroom situations and to add activities as they
seek to maximise student engagement in their own learning.

Use of formative assessment is an essential part of improving student achievement. These

assessments provide teachers with feedback to determine student readiness for the School-Based
Assessment. Teachers should adapt these assessments and design additional ones which better suits
their local context where necessary. However, the specification of the generic task must be reflected
in these assessments and the mark scheme and rubrics provided must be used in determining the
grades submitted.

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 ASSESSMENT GUIDELINES
Assessment is an integral component of the Syllabus. Its major functions include facilitating learning,
providing information which may be used by students and teachers in the planning of subsequent
instructional experiences, and providing information on the highest level of proficiency demonstrated
by the student. Teachers are encouraged to take advantage of the flexible structure of the Syllabus to
ensure that students demonstrate mastery of each stage of the Syllabus before going on to the next.
A student who has attained mastery should, on any subsequent occasion, and without assistance, be
able to demonstrate the highest levels of proficiency on the same or an equivalent task.

The assessment for this Syllabus comprises two major components: School-Based Assessment (SBA)
and External Assessment (EA).

SCHOOL-BASED ASSESSMENT (SBA)

This assessment spans two phases.

Phase 1 – Formative Assessment

Teachers assess students to identify their areas of strength and weakness. This assessment may be
formal or informal, and is usually continuous and integrated with teaching and learning. Some
teaching and learning activities are suggested in this Syllabus and the assessment tasks may either be
designed or sourced by the teacher, or may be selected or adapted from the examples provided in the
assessment column of this Syllabus.

Information derived from this type of assessment should be used by teachers and students in planning
subsequent action. Students should be encouraged to assess themselves (self- and peer-assessment)
and, wherever practical, to participate in the planning of subsequent activity. The effectiveness and
management of this approach may be enhanced by sharing the assessment criteria with students
before the assessment is done, or by engaging them in the development of these criteria.

Phase 2 – School-Based Assessment

Teachers assess students in order to create an objective record of the highest level of proficiency
demonstrated. Students may be assessed any time after the teacher deems that they have attained
mastery. Teachers may also provide practice exercises which integrate skills across the modules.
The students may be assessed individually or in groups, and the arrangements and scheduling may be
influenced by the nature of the task, and logistical and administrative considerations. A single
standardised school-based task is required for each Module. Each subject has five Modules, and for
each student, the teacher will submit to CXC®, the marks for each Module.

The following three specifications facilitate the standardisation of the School-Based Assessments:

(a) A generic task is outlined at the end of each Module. This task provides general specifications
and conditions which must be satisfied by the assessment undertaken by all students.
However, within the limits specified, teachers may adapt the tasks to reflect local or individual
interests. For each assignment, one example of an adaptation is given.

(b) A standardised rubric or mark scheme is defined and is to be used by the teacher in scoring all
students’ work. This rubric or mark scheme is designed to clearly indicate the dimensions of

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interest and the relative importance of each; consequently, it may be used by teachers to
verify the appropriateness of their adapted task. While the generic task may be adapted,
teachers must not modify the mark scheme. The same mark scheme is to be used by all
teachers and students across all centres and territories.

(c) It is expected that quality control and monitoring of teachers’ adherence to the specifications
will be arranged and managed at the local level.

In order to ensure that students have reasonable opportunity to achieve and demonstrate mastery,
teachers can afford their students multiple opportunities to retake or resubmit, the School-Based
Assessment for any Module. Feedback and suggestions for improvement may be provided between
attempts, however, the process should be transparent and objective, and the mark awarded should
be indicative of the level of proficiency that the candidate would be able to demonstrate
independently. The achievement of mastery is emphasised in this course; thus, a student will be
expected to achieve a minimum of 50 per cent of the marks available for the School-Based Assessment
component that will be completed in preparation for taking the external examination.

MODULE SCHOOL-BASED ASSESSMENT TASKS

MODULE 1: Portfolio
MODULE 2: Case Study
MODULE 3: E-Portfolio
MODULE 4: Case Study
MODULE 5: E-Portfolio

MODERATION OF SCHOOL-BASED ASSESSMENT

Teachers will be required to submit when requested by CXC®, a sample of candidates’ work
completed for School-Based Assessment for moderation purposes. This procedure serves to ensure
that the scores awarded by teachers throughout the system are consistent with the standards set by
CXC®. The samples will be reassessed by a CXC® examiner. The examiner’s comments will be sent to
teachers as Moderation feedback.

EXTERNAL ASSESSMENT

At any given sitting, candidates may register to write the external examination in one or more subjects.
The external assessment will be a multiple-choice examination comprising 50 items.

 ELIGIBILITY FOR CCSLC®

A candidate will be awarded the CCSLC® certificate if he/she, over a period of up to five years,
successfully completes a minimum of five subjects selected as follows:

1. Two compulsory subjects

Syllabus developed by CXC ®specifically for this programme:

(a) English; and,

(b) Mathematics.

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2. Three subjects from any group or combination of groups listed below:

(a) Other subjects developed by CXC® specifically for CCSLC®

(i) Integrated Science

(ii) Modern Languages: French, Portuguese, Spanish
(iii) Social Studies
(iv) Digital Literacy

(b) CSEC, TVET and Business Studies Programme – Grades I, II, III and IV

Family and Resource Management Principles of Business

Textiles, Clothing and Fashion Principles of Accounts

Food, Nutrition and Health Electronic Document Preparation and

Management
Building and Furniture Technology Electrical and Electronic Technology

Mechanical Engineering Technology Office Administration

Agricultural Science Information Technology

Technical Drawing Economics

(c) CSEC® Creative and Expressive Arts – Grades I, II, III and IV

Music Theatre Arts

Visual Arts Physical Education and Sport

(d) TVET and other Programmes certified by other Boards

For example, City and Guilds, NCTVET (Jamaica) and Royal College of Music.

(e) TVET Level 1 Programmes available in the Region

For example, Beauty Culture, Auto Mechanics, Cabinet Making and Hospitality.

(f) Any locally certified enrichment programme which satisfies the criteria set by CXC®

For example, Citizenship Education and Community Service.

Candidates are responsible for ensuring that such programmes satisfy these criteria.

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3. Reporting CCSLC® Results

Scores from the School-Based Assessment (SBA) and the External Assessment (EA) will be
combined to give a composite score with a maximum of 100. A single subject grade will be
reported. The grade boundaries are as follows:

Composite Score Grade

75 - 100 Master

50 - 74 Competent

Developing Competence
1 - 49

4. Certification

(a) A result slip and a certificate will be issued after every sitting of subjects developed
by CXC®.

(b) A Certificate will be awarded after a candidate achieves a minimum of Competent in

five subjects within a five-year period.

 FORMAT OF THE ASSESSMENT

School-Based Assessment: Five School-Based Module-Assessments – one task per Module. (50%)

External Assessment: Fifty multiple choice items; ten per module, delivered as an e-test. (50%)
(1 hour 15 minutes)

NOTES ON THE EXAMINATION

1. CXC® will set and mark the external assessment.

2. The teacher will set and mark the assignments that make up the School-Based Assessment of
each Module using the Guidelines provided at the end of each Module.

3. The teacher will record the marks for each Module.

4. The teacher will submit the marks for each Module.

5. The teacher will also submit the total mark to CXC® no later than May 31.

6. CXC® will combine the marks earned on the School-Based Assessment and the External
Assessment to produce the candidate’s overall grade.

7. The mark allocation for this subject is shown below:

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Marks Allocated %
Contribution
Total
Component Module Module Module Module Module to
Marks
1 2 3 4 5 Composite
Score
School-Based
20 20 20 20 20 100 50
Assessment
External
10 10 10 10 10 50 50
Assessment
%
Contribution
20 20 20 20 20 100
to Composite *****
Score

8. A result slip and certificate will be provided after every sitting for which a candidate registers
for the external examination in one or more subjects. The candidate has up to five years from
the year of the first registration to complete the five subjects in order to be awarded a CCSLC®
certificate.

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 MODULE 1: FUNDAMENTALS OF DIGITAL TECHNOLOGIES

This Module contains the following topics:

(a) digital literacy; and,

(b) digital technologies.

 GENERAL OBJECTIVES
On completion of this Module, students should be able to:

1. understand the term digital literacy and its impact on our society;

2. demonstrate an awareness of how appropriate use of digital technologies enhances digital literacy; and,

3. appreciate the importance of digital literacy.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND LEARNING ASSESSMENT

ACTIVITIES
Students should be able to:

1. define key terms related to
digital literacy;
(a) Definitions (digital literacy, digital media,
hardware, software / apps [desktop,
mobile, cloud/Software as a Service
(SaaS)], digital technology (tools, media
and devices - mobile, wireless).
 Have students work collaboratively to
conduct research to create a glossary of
digital terms.
 Have students engage in a brainstorming
activity to explore the meaning of key
concepts.
 Multiple Choice Questions that focus on
the definitions of various digital terms.
 Have students complete a Cross word
activity to determine their grasp of key
concepts.

2. discuss the importance and
impact of digital literacy on
our society;
(a) Importance of digital literacy on society.
(b) Current developments in digital
technology (summary timeline for
example, e-mail, social Media, mobile
technologies (apps, smart phones,
tablets).
(c) Impact of digital literacy on different
aspects of society - Economic, social,
political, education, health and
environment, Advantages of digital
literacy.
 Have students create a time line to show  Place students in groups to undertake a
significant developments in digital debate on the impact of digital literacy on
technology. different aspects of society. One team will
propose and one will oppose. The debate
 Have students engage in a round table talk on will make reference to suitable real-world
the impact of digital literacy on particular examples.
aspects of society or work in groups to
research and creatively present information
about the impact of digital technology on a
specific aspect of life.
 Have students review scenarios and examine
the impact of digital literacy on specific
aspect of life.

 Engage students in field trips to have them

observe the use of digital technology in
different aspects of life.

 Invite resource persons/ industry personnel

to address learners on the importance and
impact of digital literacy on our society.

 Have students collaborate to research the

value of digital literacy in the twenty first
century and creatively presenting findings to
the class.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND LEARNING ASSESSMENT

ACTIVITIES
Students should be able to:

3. discuss the criteria for
selecting and evaluating
digital technology; and,
(a) Criteria for selecting and evaluating
digital technologies: appropriateness,
currency, credibility; speed, storage,
capacity, convenience, purpose, and
cost effectiveness.
(b) Criteria that make an online or offline
source credible, for example, author’s
name, publication date, last update,
credentials/qualifications.
 Have students create a checklist reflecting  Collate examples of (digital resources),
the criteria for evaluating resources and use online articles that present real or fake
it to evaluate a digital technology. Students news in a portfolio.
will share their findings with the class.
 Have students review a scenario and apply
the criteria to guide their selection and
justification of a selected digital tool.

4. describe how digital (a) Categories of Digital Tools  Have students work in teams to engage in a  Research presentation using a digital tool,
technology can be used to (Communication, Collaboration; scavenger hunt activity. The teams will find
enhance digital literacy. Research; Design; Productivity including and place the appropriate digital tools under  Tests,
multi-media production; Assistive the assigned category.
Technologies; Web 2.0 and Computer-  Create Posters,
based Tools.  Have students create a presentation or
video on the impact of digital technology on  Create a Collage.
(b) Use of digital technology (tools and digital literacy.
media) to enhance digital literacy.
 Have students engage in online search to
(c) Productivity tools (word processing, explore information on each category of
desk top publishing, spread sheet, tools and creatively present their findings to
database). the class.

(d) Multimedia (video and audio).  Have students engage in an online game or
activity and a traditional form of the game,
(e) Graphic design tools. then discuss how the game has evolved as a
result of digital technology. Some examples
(f) New and emerging technologies (for of games are chess, scrabble.
example, cloud computing, Internet of
Things, big data).

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SKILLS

 Use of web browser, Internet, search engine

 Navigate / manipulate a digital tool
 Working collaboratively,
 Collecting and organizing and presenting information (research)

RESOURCES

 Internet access
 Web browser
 Computer
 Projector
 White Board
 Manila Folder
 Paper
 Markers
 Presentation or video software

ESSENTIAL QUESTIONS

1. How have digital tools impacted the performance of everyday task(s)?

2. How do technological tools impact digital literacy?

SCHOOL-BASED ASSESSMENT

Generic Task (20 marks)

Complete a written task which helps the reader to get a clear understanding of the concept of digital literacy and how it impacts society.

Dimensions to be assessed and Mark Allocation:

(a) Engage in research to develop a glossary of key terms related to digital literacy. (5 marks)
(b) Using an appropriate format and tool represent the impact of digital literacy on society. (10 marks)
(c) Evaluate a digital resource to determine its alignment with the relevant selection criteria.
(d) Produce a one-minute group video presentation on the impact of digital literacy on society. (5 marks)

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 MODULE 2: DIGITAL CITIZENSHIP IN A GLOBAL WORLD

This Module contains the following topics:

(a) Characteristics of good digital citizenship.

(b) Rights and responsibilities.

(c) Digital footprint.

 GENERAL OBJECTIVES
On completion of this Module, students should be able to:

1. demonstrate an understanding of the rights, responsibilities, opportunities and behaviours associated with being good digital citizens; and,

2. understand the importance of good ethical, moral, health, safety and security practices when using digital tools.

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SPECIFIC OBJECTIVES
Students should be able to:
1. define key terms related to
digital citizenship;
2. discuss moral and ethical
practices in accessing and
using digital content;
CCSLC/DL/09/18
CONTENT
(a) Definition of ethical and moral
practices (digital citizenship, ethics,
moral, digital footprints, computer
ethics, intellectual property rights,
plagiarism, cyberbullying, copyright,
and netiquette.
(a) Behaviours associated with ethical
and moral practices (intellectual
property, copyright, plagiarism,
software piracy, Cyberbullying, illicit
cyber activities-for example,
phishing, identity theft).
(b) Responsible use of digital content.
Crediting sources, respecting the
licensing requirements for digital
content, avoiding unethical cyber
practices.
SUGGESTED TEACHING AND ASSESSMENT
LEARNING ACTIVITIES
 Have students discuss given scenarios  Students can create a short documentary movie),
in groups or pairs to determine the flyers, brochures, to promote awareness of digital
concept that is being demonstrated. citizenship concepts, for example ‘cyber-bullying.”
They will provide justification for the
response given.
 Students will be placed in groups and be  Have students work in small groups to use an
given various settings for example: appropriate presentation or productivity tool to
create a product for example, a poster, promoting
- posting negative information the importance of practicing responsible use of
about persons on social media; digital tools in an online space.
- sending hate emails;
- participating in illegal activities to  Have students create a flyer or advertisement to
gain monies; and, promote ethical behaviour in an online
- using software to cause harm for environment.
example splicing photos and
videos to demand monies.
They should brainstorm and generate a
list of Do’s and Don’ts when involved in
the settings above and present the lists
for discussion. Students will evaluate
the scenarios to determine whether or
not responsible/ethical practices
ensued.
 Have students read the following
scenarios and then discuss and provide
justification for whether they think
ethical or unethical behaviours ensued
and provide justification for the stance
taken.
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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

- A Grade 8 student types in their

age as 18 years old so as to gain
access to a certain website.

- A student discovered a way to

access the principal’s password
on the computer. This flaw in the
system security was reported to
the Principal by the student’s
best friend.

- The body of a teenager who

drowned was in full view of the
residents of a certain community.
Many persons used their digital
tools to capture pictures of the
body. One person who had the
picture on his mobile phone
started circulating it on social
media.

 Engage students in a debate with the

moot: “digital technology is a necessary
evil.”

Provide students with several online

sources of information (blogs, e-books,
e-journal and e-magazine, webzines
and web pages) and have them work in
groups to create a checklist to evaluate
the information. (Checklist should focus
on criteria to evaluate information such
as accuracy, currency, relevance and
authorship/publishing body).

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SPECIFIC OBJECTIVES
Students should be able to:
3. discuss the characteristics of
good digital citizens;
4. evaluate the benefits of good
digital citizenship;
5. discuss the importance of
leaving a good digital
footprint;
CCSLC/DL/09/18
CONTENT
(a) Characteristics of good digital citizens (for
example, is digitally literate, practice
digital etiquette/netiquette, practice
online safety, treat others with respect in
online spaces, respect the privacy of
others).
(a) Benefits of good digital citizenship
(Maintaining integrity and respect,
protection of rights, avoiding negative
behaviors, Safety and Security, disclosure
of personal information, location tools,
password/device protection).
(a) digital footprints:
(i) importance;
(ii) ways to leave a digital footprint;
and,
(iii) ways to protect our digital
footprint for example, think and
check before posting on social
media).
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
 Have students engage in a discussion
forum on ‘how to prevent unethical
practices in accessing and using digital
content’.
 Have students create an audio or a 
visual representation about the
benefits of being a good digital citizen.
 Invite a resource person to speak to 
students about safety and security in an
online environment.
 Have students discuss the importance 
of protecting their digital footprint.
 Have students read relevant article on
Internet Safety and Protecting your
Digital Footprint. For example using the
link:
http://www.digitalfamilysummit.com/
2012/safetyprotecting-your-digital-
footprint/.
16
ASSESSMENT
Have students create and share a presentation on
the various safety and security practices used on
digital devices and tools (showcase password,
multi-factor authentication, turn on location on
devices) that can be used to protect users of digital
devices and online spaces.
Have students work collaboratively to create a 5-
minute podcast/ video using a digital tool
explaining the concept of Digital Footprint.
Have students work in groups to conduct a
research to identify or list the online digital identity
and digital footprint of a personality. They will
critique the information and write a report to share
whether the findings indicated maintenance of
integrity and respect as well as identify evidence of
good or poor digital citizenship.
NOT FOR TEACHING
SPECIFIC OBJECTIVES
Students should be able to:
6. analyse the negative impact
of the use of digital tools on
health and wellness;
7. discuss the importance of
the sustainable use of digital
tools on different aspects of
society; and,
8. explain the role of
organizations in protecting
the rights of online content
creators and users.
CCSLC/DL/09/18
CONTENT
(a) negative effects of the use of digital tools
on health and wellness (or example,
digital eye strain, carpal tunnel syndrome,
behavioral problems, sedentary lifestyle,
addiction to various online activities).
(a) Sustainable use of digital tools
(environmental, social, legal, economic).
(a) Organizations responsible for protecting
content creators.
(b) Licensing of original work.
SUGGESTED TEACHING AND ASSESSMENT
LEARNING ACTIVITIES
Write some characteristics of digital
footprint which should be shared with
the class.
 Have students watch an appropriate
video on Digital Footprint at:
https://www.youtube.com/watch?v=6
TUMHplBveo and in groups
discuss how we can protect our digital
footprint.
 Have students work with a partner or in  Have students write a reflective piece about their
small groups to engage in online search response to the information on the impact of the
about the negative impact of the use of use of digital tools on health and wellness. This
digital tools on health and wellness. should also include actions they plan to take to
They will also share recommendations reduce the impact on their health and wellness.
for reducing or eliminating the negative
impacts identified.
 Invite a resource person for example, a
doctor to speak to students about the
health risks associated with improper
use of digital devices.
 Have students engage in a discussion
forum/round table talk on the topic
“sustainable use of digital resources-a
consideration for the existence of
future generations.”
 Have students describe the
role/function of at least three
organizations in their country that are
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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

(c) Protecting the safety of users of online responsible for protecting the rights of
content. content creators and users

 Invite representatives from the

relevant organizations to speak to
students about their role in protecting
the rights of content creators and
users.

SKILLS

 Brainstorming
 Collaborate in group activities
 Analysis , problem solving
 Evaluating information sources

RESOURCES

http://digitalcitizenship.net/Nine_Elements.html

http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/index.html

https://www.youtube.com/watch?v=ThxmgXMBpoM

https://www.youtube.com/watch?v=kgCNGvL0g1g

https://www.youtube.com/watch?v=2GusO48Z5og

https://www.youtube.com/watch?v=suMza6Q8J08

https://www.youtube.com/watch?v=Uiq42O6rhW4

https://www.youtube.com/watch?v=YXSGSYr0eAQ

https://www.iste.org/explore/articleDetail?articleid=192

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https://cunedigitalcitizenship.wikispaces.com/Digital+Health+and+Wellness

http://edition.cnn.com/2013/06/13/living/buzzfeed-data-mining/index.html

https://www.livestrong.com/article/85306-negative-effects-computers-children/
ESSENTIAL QUESTIONS

1. What are some important considerations for engaging in online activities?

2. What are some ways we can violate the rights of others as we engage in the use of digital technologies?
3. What are some ways in which we can protect ourselves, others, and the environment as we engage in the use of technology?
4. How can particular Acts help us to better understand and practice good digital citizenship?

This module spans several subject areas and efforts should be made to make relevant and important links. Violations of rights and all legal consequences should be reinforced. Representatives
from relevant authorities could be invited in to make presentations to students. Where possible teachers should create case studies to ensure that students benefit from this Module as this is
applicable throughout life. Source cases about health and ethical issues and thoroughly discuss the required ethics of posting personal and sensitive information online.

Engage students in discussions relevant to around Acts such as Cyber Crime and Obscene Publication Act.

SCHOOL-BASED ASSESSMENT

Generic Task (20 marks)

Write a response to a case or scenario that in some ways violate the rights, opportunities and responsibilities associated with being a good digital citizen.

Dimensions to be assessed and Mark Allocation:

(a) Demonstration of the ability to determine and justify the violations evident in the scenario (5 marks)
(b) Provision of appropriate guidelines to address the violations identified in (1) above citing relevant research. (10 marks)
(c) Create a digital tool to respond to an aspect of the scenario. (5 marks)

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 MODULE 3: DIGITAL COMMUNICATION AND COLLABORATION

This Module contains the following topics:

(a) Online collaboration and communication.

(b) Characteristics of online communication and collaboration.

(c) Moral and ethical considerations in online collaboration and communication.

 GENERAL OBJECTIVES
On completion of this Module, students should be able to:

1. demonstrate the ability to use appropriate digital tools to creatively and effectively communicate;

2. appreciate the role of technology in fostering collaboration; and,

3. demonstrate a willingness to engage in ethical practices while communicating and collaborating.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

1. explain key concepts in online (a) Explanation of key terms (online  Have students create a Glossary of terms.  Have students work in groups to
communication and Communication, online research various communication and
collaboration; collaboration, asynchronous,  Have students engage in brainstorming collaboration tools and creatively
synchronous, mobile communication activities to determine the explanation of share the information with the class.
and collaboration devices, email, and relationship among terms.
learning communities, web 2.0 tools,  Add content related to online
podcasts, wikis, social media).  Have students complete activities such as collaboration and communication to
word search or puzzles to determine their an E-portfolio or a traditional portfolio
grasp of relevant concepts.

2. differentiate between (a) Differences between online

communication and communication and online
collaboration in an online collaboration:
environment;
Online collaboration: Involves
working together in different
locations in real time for example,
online meetings and video
conferencing.

Online Communication:
Asynchronous communication that
occurs at different time periods. For
example, sending an email one day
and getting a response the following
day. For example, online forums,
online discussion boards.

3. discuss the characteristics of (a) Characteristics of online tools for  Have students use graphic organizers to  Have students use a checklist
different types of online communication: They are capture relevant information for example (appropriateness, currency,
communication and interactive, facilitate one to one and the characteristics of and differences popularity, storage, capacity,
collaboration tools; group interactions, allow for among communication tools. convenience, purpose, cost
synchronous and asynchronous effectiveness, ease of use, security) to

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SPECIFIC OBJECTIVES
Students should be able to:
4. explain the benefits and
limitations of collaborating and
communicating online;
CCSLC/DL/09/18
CONTENT
communication. (For example, blogs,
VoIP, social networks, video
conferencing, chats, Forums,
interactive whiteboards, email).
(b) Characteristics of online tools for
collaboration: they are versatile,
allow for work anytime any place,
easy upload and storage of
information, cost effective. For
example, Cloud storage, online
productivity tools, e-classroom.
(a) Benefits: capture store and present
and communicate information
efficiently, interactive, communicate
information using multimedia-audio,
video, can limit or eliminate the need
to be in a physical space to complete
tasks or communicate, increase
productivity time.
(b) Limitations: No physical cues, Time
lag, inefficient, lack of Face-To-Face
interaction, possibility of network
failure and equipment breakdown,
language and cultural differences.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
 Have students work collaboratively to
create either a poster, jingle, Podcast or
other suitable product to share the
characteristics of online tools for
communication and collaboration.
 Have students engage in a discussion
forum on the topic: “The value of digital
tools to facilitate collaboration and
communication.” Students will represent
different sectors in the society and
present their arguments.
 Teacher could create an online
collaboration space and have students
engage in completing a task. Students will
then use the given set of criteria to
evaluate the tool.
 Have students work on a group report
which will require the use of an online
collaborative tool.
 Have students create an advertisement or
jingle about the benefits and limitations
of collaborating and communicating
online.
22
ASSESSMENT
assess a number of online
communication and/or collaboration
tools. The information may be
presented as an image, a video,
PowerPoint presentation or any other
appropriate format.
 Through a collaborative platform (for
example, Skype), students can be
exposed to these tools to discuss
topics, share content and be awarded
marks for participation. A rating scale
can be employed to allow students to
rate peers.
 Teachers should develop an online
quiz and have students complete the
quiz.
 Have students work on a group report
which will require the use of an online
collaborative tool.
 Have the students plan an event at
their school. This may require the use
of a graphic organizer as a
brainstorming tool as they decide on,
for example, date, persons to invite,
venue, budget and other relevant
information.
 Have students create a poster to
showcase the event. Furthermore,
students can assess the platform for
example, email, social media, on which
NOT FOR TEACHING

SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:
they could share the information
depending on factors such as
accessibility, and popularity.

Note: the event does not have to be

hosted or launched, since the school
might be working with constraints

5. discuss the criteria for selecting (a) Criteria: appropriateness, currency,  Have students engage in an online search  Have students use the criteria for
and assessing online popularity, storage, capacity, to find explanation for each term which selecting and assessing online
communication and convenience, purpose, cost should be shared in a class discussion. collaboration and /or communication
collaboration tools; and, effectiveness, time/speed, ease of tool to evaluate a selected tool.
use, security and interactivity.

6. explain the ethical behaviours (a) Respect for intellectual property,  Have students conduct an online search
that should be displayed when respect for the opinion of others, to collect and share information on
communicating and respect for diversity, appropriate ethical behaviours necessary when
collaborating online. contextual use of language (oral and communicating and collaborating online.
written).
 Engage students in a brainstorming
activity to pinpoint ethical behaviour
while communicating and collaborating in
an online environment.
 Have students work collaboratively to
create either a poster, jingle, Podcast or
other suitable tool to share the ethical
behavior that should be displayed when
communicating and collaborating in an
online environment.
 Have students work collaboratively to
create a chart, jingle, or poster
highlighting the DO’S and DONT’S of
collaborating and communicating
online.
 Have students participate in a free
webinar, approved by the teacher.
The student can undertake activities
such as sharing their screen, files, and
asking questions.

 Have students discuss ethical versus

unethical behaviours to be practiced
when using communication and
collaboration tools.

CCSLC/DL/09/18 23
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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

 Have students share files via various

communication technologies.

 Teacher creates the class blog/wiki and

have students add content.

 Have students communicate using a

video-conferencing tool.

 Create and participate in online

discussions using simple digital resources
designed for student collaboration.

 Engage students in a demonstration of

the application of various communication
and collaboration tools to respond to
particular tasks.

SKILLS

 Send and receive class emails with attachments - files and folders.
 Communicate information and collaborate using discussion forums and social networks.
 Participate in teleconferencing/ videoconferencing.
 Using communication and collaboration tools.
 Use existing, and emerging technologies to communicate information (for example, smartphones, tablets, e-Readers).

RESOURCES

Skype
Youtube
Video recording device
Audio recording device

Note: Establish a Learning Management System (Moodle, Edmodo, Notesmaster)

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https://www.eztalks.com/video-conference/7-types-of-online-communication.html

http://media.go2itech.org/elearning-basics/module2/story_content/external_files/Handout%20Characteristics%20of%20Online%20Communication%20Tools.pdf

SCHOOL-BASED ASSESSMENT

Generic Task (20 marks)

Dimensions to be assessed and Mark Allocation:

(a) Select a communication or collaboration tool and explain, using relevant examples, how it could be used to enhance communication or collaboration among learners. (5 marks)
(b) Utilise tools for communications and collaboration to plan for and complete a task. (5 marks)
(c) Select an issue or a problem in the society and use a web 2.0 tool to sensitize persons about the issue or problem and possible solutions. (10 marks)

CCSLC/DL/09/18 25
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 MODULE 4: DIGITAL ANALYSIS AND DESIGN

This Module contains the following topics:

(a) Steps in Problem Solving.

(b) Identifying digital tools that solve problem.

(c) Application of problem solving steps to solve a problem.

(d) Data collection instruments and representation.

(e) Creating a digital product from given data samples.

 GENERAL OBJECTIVES
On completion of this Module, students should be able to:

1. demonstrate an awareness of a variety of digital resources that can generate accurate and reliable information in order to build knowledge through
research;

2. develop an understanding of how technology can be used to facilitate experiment, generate ideas and design solutions; and,

3. appreciate how different types of technologies can be used to understand, analyse and solve problems.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

1. identify the steps that should (a) The problem solving Process (steps in Students will discuss what makes  Develop scenarios for students to work
be taken in solving a problem solving). something a problem: collaboratively analyse the information and
problem; determine the problem.
(b) Define the Problem. - when a system is not working;

(c) Propose and evaluate solutions. - after a number of attempts things are
still going wrong; and,
(d) Determine the most efficient solution.
- there is a problem to be solved.
(e) Represent the most efficient solution
as an algorithm.

(f) Design the solution.

(g) Test and validate the solution for

correctness.

2. explain each step in the
problem solving process;
(a) Establish the existence of the problem
– Is there a problem? How does one
determine that there is a problem?
(b) Decomposing the problem into key
components: inputs (data that is given),
processing (tasks that must be
performed), output (expected results).
(c) Identify some possible solutions to the
problem.
(d) Select the most feasible solution from
the list of possible options.
(e) List the steps to show how that
problem can be solved based on the
chosen solution.
 Have students:  Develop scenarios for students to analyse and
determine the problem as well as suggest the
- use the problem solving steps, to appropriate digital/media tool that can be used
identify a simple problem at home or to solve the problem.
school; and,
- create a basic concept map or
graphic representation from the
problem identified and, represent
possible solutions to the problem.
 In groups of five students can undertake a
group competition. The teacher will
provide a set of jumble-up scenarios so
that each group can match and apply the
scenarios against each problem-solving
step. Marks are awarded to groups who
present the correct responses.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

3. identify digital tools to (a) Productivity tools (including word  Have students brainstorm to identify  In pairs students assess the functionality of a
provide a solution to a processing, desktop publishing, spread possible problems. For example, Students digital tool and the ability to produce a product
problem; sheet, database). want to organize a party or other activity based on the design fundamentals. Present the
and need to get a large number of findings to the class.
(b) Presentations. attendees. Have students explain how
they could use digital tools to solve the
(c) Multimedia (video and audio) problem.

(d) Graphic design tools.

4. use the steps in the problem (a) Fundamentals in creating a digital  Have students create a
solving process to generate a product. cartoon/poster/brochure on points to
solution to a problem; consider when designing a digital tool.
(b) Choose a design layout.

(c) Customize it to fit your needs.

(d) Add desired features. (one that reflects

your brand).

(e) Publish your product.

5. develop instruments for data (a) Data collection instruments: Online  Teacher can create a survey using an  Students will work in pairs to develop and
collection and Survey (questionnaire) Interviews. online form or survey tool and disseminate an online survey on a particular
representation using digital Factors to be considered when disseminate to students who will then topic given by the teacher. They will use
technology; and, selecting and developing instruments participate in the survey and share their appropriate digital tools to produce graphs,
for data collection: experiences. Teacher will share the and charts to capture findings and to conduct
results. analysis. The information will be shared with
(i) purpose; the class.
 In groups students will create an online
(ii) target group; survey for example questionnaires to
gather information based on a scenario
(iii) sample size; provided by the teacher. Using the

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

(iv) time factor; information gathered from the survey

(v) nature of enquiry;
(vi) types of items best suited to solicit
the information required;
 Students use various data capturing
(vii) scope and object of enquiry; and,
(viii) sensitivity.
(b) Benefits of data collection instrument:
they will generate one of the following:
- graphs
- charts
- maps
devices to collect the following data from
at least 15 members of their class: for
example, birth month, favourite subject
and height. Students will enter the data in
a spreadsheet application and analyse
and present their findings.

- to collect relevant data on a  Teacher will source age appropriate

particular issue. graphical data in various formats and
present to students. Students will be
(c) Benefits of data representation (for asked to interpret the data.
example, tables, graphs, charts, maps,
survey instruments):

(i) show comparisons between types

of data;

(ii) shows the breakdown/parts of a

whole; and,

(iii) demonstrate trends and patterns.

6. create a digital product (a) Steps for creating different digital  Use the output of a digital information  Provide students with raw data on two
which represents the products, for example: gathering tool such as online survey or different sales of similar products over a two-
concepts from a sample of online interviews to prepare a report with year period. Allow students to place that raw
(i) a spreadsheet to represent data
data collected. text and graphics to explain the findings. data in a data analysis tools to generate graphs
such as tables or simple chart to
and compile a comprehensive report that
include title, legend, axis.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

(ii) Word processor to create explains the information generated from the
documents (to include heading, data analysis tool as well as the graphs for
margins) flyers, brochures. example food types sold during the hurricane
season.

SKILLS

 Use of information technology tools and media to solve problems.

 Thinking and learning skills: organizing and communicating ideas, detect patterns and relationships, and categorizing ideas/data.
 Creating: online surveys, 3D Animations, Concept maps.
 Utilise mobile applications to solve problems.
 Use of the problem solving steps/process to analyse a problem.
 Research.

Note to teachers: Teachers are encouraged to integrate technology and use authentic examples to help students to explore the concepts.

RESOURCES

Mobile devices, internet, videos, dvds, design software, mapping software, spreadsheet software

Resources for Problem-Solving and 21st-Century Skills - https://www.commonsense.org/education/top-picks/resources-for-problem-solving-and-21st-century-skills-games, apps, and websites
that teach students great problem solving skills. Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context. ERIC Digest - https://www.ericdigests.org/1996-
4/skills.htm Author: Eisenberg, Michael B. - Johnson, Doug; Source: ERIC Clearinghouse on Information and Technology Syracuse NY.

Problem solving activities with the help of technology - http://edtechreview.in/trends-insights/insights/749-problem-solving-activities-with-the-help-of-technology

Using technology to build students’ information management skills

http://www.inspiration.com/sites/default/files/documents/How_Digital_Tools_Prepare_Students_for_the_21st_Century.pdf

Top 200 Tools for Learning 2017 - http://c4lpt.co.uk/top100tools/

Rapid Application Development - https://en.wikipedia.org/wiki/Rapid_application_development

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Essential Questions

1. What are the steps/approaches to problem solving?

2. What does a chart represent/mean?

3. How do you design strong survey questions?

SCHOOL-BASED ASSESSMENT

Generic Task (20 marks)

Develop a scenario that tests the students’ ability to apply analysis, and design techniques to solve a real world problem.

Dimensions to be assessed and Mark Allocation:

(a) The ability to apply the problem solving steps/processes to solve a problem from a scenario or the use of a concept map to analyse a scenario. (5 marks)
(b) Design a survey instrument to collect data on sales and marketing trends based on the details of a scenario. (5 marks)
(c) Using a digital tool, represent and interpret the results of the survey. (5 marks)
(d) Prepare and deliver a presentation that showcases students’ ability to synthesize information, think critically, and recognize patterns and making judgments. (5 marks)

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 MODULE 5: CREATIVE DIGITAL SOLUTIONS

This Module contains the following topics:

(a) purpose and features of a website; and,

(b) design and creation of a website

 GENERAL OBJECTIVES
On completion of this Module, students should be able to:

1. Understand the role of digital tools within the daily operations of various entities.

2. Understand the use of digital marketing strategies in various contexts.

3. Demonstrate the ability to use appropriate digital tools to creatively and effectively to solve problems.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

LEARNING ACTIVITIES
Students should be able to:

1. outline how digital tools can be utilized
to solve problems in everyday life;
2. use digital tools appropriately to solve
problems;
(a) Application of digital tools, apps,  Engage students in interactive sessions,  Have students create, and share
(productivity, collaboration, inviting industry persons to share how electronically, a booklet, leaflet, or
communication tools, multimedia digital tools have impacted their multipage document for potential
tools, graphic design tools etc) for respective entities. consumers guiding them on the use of
various tasks by different entities digital tools.
internal and external to the institution  In groups have students research and
(for example, entrepreneurs, digital create a presentation outlining the
marketers, medical personnel). digital engagement of an organization
of their choice. The presentation should
(b) Increase productivity, enhance outline who are the stakeholders
efficiency in completing tasks in areas engaged at the various level(s).
such as education, health,
environment, entertainment, sports.  Have learners create a graphic
organizer for different digital tools with
a brief description of the task(s) they
aim to solve.
(a) Appropriate considerations when  Have students view a video, tutorial or  Have students write a report on the
selecting digital tools such as presentation on how to use specific usefulness of a selected digital tool in
productivity tools, to solve particular digital tools and demonstrate how they solving a particular problem within an
problems (nature of the problem, could use the tool in a particular organization of your choice.
audience/users, Cost (such as free, context.
subscription, licensed, trial)  Have students create a presentation
appropriateness/suitability, ease of  Have learners work collaboratively to which outlines the considerations for
use). create and use a checklist which will be selecting a digital tool to solve a
used to evaluate a digital tool for a particular problem in a particular
selected task context.

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SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND ASSESSMENT

Students should be able to:
3. discuss the purposes of a website;
4. describe the features of a typical
website;
5. identify the factors to be considered
when planning a website; and,
(a) Purpose of a website: communicate
information to an audience (for
example, e-commerce, entertainment,
education).
(a) Features of a typical website (branding,
navigational features, content area).
(a) Purpose, target audience, number of
pages, content, layout).
LEARNING ACTIVITIES
 Teachers can invite various
professionals to participate in an
interactive session with learners. For
example, web administrator, graphic
designer, database administrator,
human computer interaction specialist
or use online sources, such as videos,
when they facilitate students’ exposure
to the content.
 Teachers can use online sources, for
example, videos or other websites to
facilitate students’ exposure to the
features of websites.
 Have student(s) engage in planning a
website to promote an activity or for a
business entity

6. create a simple website using a free (a) providing an appropriate name;  Have student (s) use a word processing  Have students develop a simple website
website builder. tool as an offline option to create the consisting of no less than three pages
(b) adding, editing, deleting, re-ordering website. and no more than five for an entity of the
webpages; student's choice. Pages will include a
 Have student(s) engage in selecting an Homepage, about and contact pages.
(c) inserting content on a webpage: use of appropriate template which meets the
hyperlinks (to locations or documents needs of their proposed website.
within site/pages);
 Have student(s) engage in building the
(d) graphic elements (image, video); and, website by transferring the content of
their website plan into their online or
(e) editing webpages, elements and offline template. This includes inserting
contents (for example, alignment, text). and customizing the webpages and
elements on the webpage.

 Have student(s) share their draft

website and the link with their teacher/
fellow student(s).

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SKILLS

 Desktop Publishing
 Word processing
 Keyboarding
 Research
 Website development

RESOURCES

Web browser, Reliable Internet Connection, any electronic device capable of file transfer

HTML Editing Software

Essential Questions

1. How do you share and protect created digital products?

2. What are the steps to developing a website?

3. What factors should be considered when developing a website?

4. How does utilizing digital tools impact different sectors of society?

SCHOOL-BASED ASSESSMENT

Generic Task (20 marks)

Suggested Assessment

 Use a digital tool to create a summary of practical work completed in the previous Modules.

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Dimensions to be assessed and Mark Allocation:

1. Demonstration of the ability to use a digital tool to create a product (simple website using a free web-builder/e-portfolio consisting of no less than three pages and no more than five
pages (10 marks).

(a) Website branding/ name.

(b) fonts (size, emphasis, justification).
(c) appearance (use of images, videos).
(d) Ease of use (navigation).

2. Summary reflection on their journey through the Modules- good/bad/advantages/disadvantages/highlights/most challenging experience, impact-growth and accomplishment.
(5marks)

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 LEARNING GRID
CURRICULUM LEARNING GRID

Key skills and abilities Subjects of the Curriculum

KEY COMPETENCY Ref. No. Eng. Mod. Lang. Math. Int. Sc. Soc. Stud.
Learners will be able to:
Ability to communicate orally Eng. 1  communicate information, orally and in writing ● √ √ √ √
and in writing Eng. 2  read and interpret information at the literal and ● √ √ √ √
inferential levels
Eng. 3  evaluate information read and viewed ● √ √ √ √
Eng. 4  source relevant information ● √ √ √ √
Eng. 5  respond appropriately to information read and ● √ √ √ √
viewed
Eng. 6  write appropriately for a variety of purposes ● √ √ √ √
Mathematical literacy Math. 1  add, multiply, subtract and divide √
Math. 2  use calculator to perform basic mathematical ● √ √
operations
Math. 3  convert fractions to percentages and percentages to ●
fractions
Math. 4  calculate profit, loss, percentage profit or loss, ●
discount and discount price, installment and deposit
Math. 5  calculate the amount of an investment after a period ●
of time
Math. 6  determine the cost of posting letters and parcels, ●
locally, regionally and globally
Math. 7  convert major international currencies into local and ●
regional currencies
Math. 8  calculate salaries and commissions ●
Math. 9  calculate utility bills ● ●
Math. 10  complete income tax forms ●
Math. 11  make and use tally charts ● √ ●
Math. 12  extract information from pictographs, bar charts and ● √ ●
frequency tables
Math. 13  determine range, mean, median and mode ● ●
Math. 14  use data to make predictions ● ● ●
Math. 15  estimate the size of standard units of length and mass ● ●
Math. 16  make reasonable estimates of areas and volumes ● ●

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CURRICULUM LEARNING GRID

Key skills and abilities Subjects of the Curriculum

KEY COMPETENCY Ref. No. Learners will be able to: Eng. Mod. Lang. Math. Int. Sc. Soc. Stud.
Ability to function in a foreign Mod. Lg. 1  convert short, meaningful conversation into Spanish ●
language or French
Mod. Lg. 2  respond appropriately to brief instructions given in ●
Spanish or French
Mod. Lg. 3  read, understand and respond appropriately to ●
material written in Spanish or French
Mod. Lg. 4  have meaningful dialogue with a native speaker of ●
Spanish or French
Science Literacy Int. Sc. 1  use appropriate equipment to measure length, ● ●
weight, density, volume and temperature
Int. Sc. 2  observe precautions related to the use of drugs ● ●
Int. Sc. 3  observe precautions related to diseases including ● √
sexually transmitted diseases
Int. Sc. 4  take care of bodily organs including skin, breast, ● √
testes, lungs and teeth
Int. Sc. 5  adhere to a nutritionally- balance diet ● √
Int. Sc. 6  care for the natural environment ● √
Social and citizenship skills Soc. St. 1  cope with stressful situations ●
Soc. St. 2  behave in a socially-acceptable manner ●
Soc. St. 3  use strategies to manage conflict ●
Soc. St. 4  differentiate between fact and opinion ●
Soc. St. 5  relate positively to family, friends and groups ●
Soc. St. 6  conduct a healthy life-style √ ●
Soc. St. 7  cope with domestic and social problems ●
Soc. St. 8  apply for a job or create a business ●
Soc. St. 9  complete all types of forms including job application ● ● ●
forms
Soc. St. 10  interpret and use information pertaining to the rights ●
and responsibilities of workers
Soc. St. 11  observe desirable consumer practices ● ●
Soc. St. 12  contribute to national goals and aspirations ●
Soc. St. 13  prepare a budget √ √ ●

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CURRICULUM LEARNING GRID

Key skills and abilities Subjects of the Curriculum

KEY COMPETENCY Ref. No. Learners will be able to: Eng. Mod. Lang. Math. Int. Sc. Soc. Stud.
Soc. St. 14  cope with changes brought about by globalization and √ ●
trade liberalization
Soc. St. 15  cope with peer pressure resulting from the youth ●
culture

Technological Literacy TL 1  use modern technologies to conduct research and √ √ ● ● ●

solve problems
TL 2  use modern technologies to conduct consumer ● ●
transactions
TL 3  use computer technology to access and evaluate ● ● ● ● ●
information
TL 4  cope with the changes brought along by the use of √ √ √ ● ●
new technologies in medicine, agriculture,
transportation, manufacturing, energy and
communication

KEY TO GRID

Eng = English Mod. Lang. = Modern Languages Math. = Mathematics Int. Sc. = Integrated Science Soc. Stud. = Social Studies TL = Technological Literacy

● indicates the subject that specifically engages the learner in the development of the competency
√ indicates the related subjects that engage the learner in the development of the competency

Western Zone Office

26 September 2018

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