GRADE 10

Information Technology
Curriculum Guide
 CONTENTS

Preface..............................................................................................................................................................................................................i
Introduction....................................................................................................................................................................................................ii
Acknowledgements ........................................................................................................................................................................................iii
Content Rationale for Grade 9 Information Technology Curriculum Guide.....................................................................................iv

Computers and Society................................................................................................................................................................................. 1

Information and Communications Technology.........................................................................................................................................4
File management.............................................................................................................................................................................................6
Introduction to and Creating Simple Databases....................................................................................................................................9
Introduction to Presentation and Slide Show Software ....................................................................................................................10
Software Integration - Multi-tasking.....................................................................................................................................................12
Formatting and printing Spreadsheets....................................................................................................................................................13
Advanced Word - Printing envelopes and labels....................................................................................................................................16
Advanced Word - Mail-merging.................................................................................................................................................................17
Binary Number System................................................................................................................................................................................20
Compilation of Terms used in Level 9 ......................................................................................................................................................23

PREFACE

Information Technology Curriculum Guides, Grades 7 to 11, were produced in 1999. These Curriculum Guides (draft) were
designed to make all students computer literate and allow teachers to use the computer as a tool for teaching any subject of
 the school curriculum. The documents covered three major aspects of Information Technology: (i) Information Technology
Theory, (ii) Word Processing, and (iii) Spread Sheet.

The Objectives of the Revised National Information Technology Guides are to:

1. Guide the teaching of Information Technology in schools.

2. Help teachers improve their Information Technology skills.
3. Help to prepare students for Information Technology at the Caribbean Examination Council (CXC) and Caribbean
Advanced Proficiency Examination (CAPE).
4. Serve as a tool for students who choose not to write IT CXC or CAPE but need to have a working knowledge of IT for
the world of work.

i
INTRODUCTION

It is our understanding that Information Technology requires immediate practical application on a computer in order to ensure a
student’s understanding and retention of the material. Without quality time spent practicing on a computer, a student cannot be
qualified as literate in Information Technology. This Curriculum Guide has been developed based on this understanding and
encourages those educational professionals who choose to institute the IT Curriculum in their schools to have adequate computer
facilities to do so. For example, if your school does not have power and/or computer labs, then you do not have to institute the IT
Curriculum.
If on the other hand, your school does have computers, you might consider the following suggestions for integrating IT into the school
curriculum with a limited number of computers:
Administrative Uses – Teachers could be encouraged or required to use word-processing, spreadsheet, and educational software to
develop their lesson plans, type up their class lists, keep their students’ grades and attendance records, and submit all their
 other administrative work to the Headmaster or Principal. This would allow for the development of a solid foundation of basic IT
skills among the teaching staff and perhaps later contribute to the full integration of IT into regular subject areas or the
eventual implementation of the IT Curriculum at the school.
Teaching – Teachers could use the computers as a presentation and demonstration tool to teach another subject or to show how a
practitioner of that field (e.g. Scientist, Mathematician, Social Scientist, Artist, Academic, Poet, Writer, etc.) would use the
computer to solve a particular problem, complete research, or achieve their objective.
Word-processing – Students could be encouraged or required to type up and submit their school assignments using wordprocessing
software available on the computer.
Spreadsheet – Students could be encouraged or required to create tables, graphs, and complete their Maths or Science assignments
or supplement their research assignments with capabilities available on spreadsheet software.
Educational Software – Students could be encouraged or required to use encyclopaedias, typing programs, and other educational
software to supplement and complete their assignments from other subjects.
In these cases, the computers would be made available on a timetable basis to teachers and students who have been given a basic
introduction to the facilities and their care and maintenance.

The IT Curriculum Guide should be used as a guide only. It should not be adhered to slavishly if it is inappropriate for the technical
and human resources available to the school. If the entire curriculum cannot be covered in the course of a year, then it is up to the
instructor to determine the most important topics for review. ii

ACKNOWLEDGEMENTS

iii
Content Rationale for Grade 10 IT Curriculum Guide

Building on Grade 7 and Grade 8, the overall objective of the Grade 9 IT Curriculum Guide is to achieve functional computer user literacy. The topics
chosen and the order they are placed in were therefore chosen with care and precision to enable the attainment of this goal. The rationale for each
topic and the order of their importance are explained below to give teachers and instructors an overall view of what this curriculum guide is attempting
to accomplish
Priority Grade 10 Topics Objective/Reason
1 Computers and Society Students should think about all the implications and impacts that new technology has on various aspects
of society. Not all impacts are positive and not all are negative. General discussions and scenarios
provided should provoke student thought about weighing the advantages and disadvantages of
introducing new technologies into society in an effort to understand world discussions on topics such as
globalisation.
2 Information and Communications Technology Build on students knowledge of every day technology e.g. telephone, TV, radio, computers, to analyse
how technology has positively impacted communications. Students should begin to grasp on a basic
level how these various technologies work together to improve local and global communications.

3 File management - creating/re-naming, copy, Students should be confident in managing their own folders in an organised way so they can recognise
paste, move, and deleting folders and files the filenames and determine a file or folder's content. Students should be using appropriate naming
guidelines for their files and folders and be able to copy, paste, move and delete files and folders without
either losing files or accidentally deleting them.

4 Introduction to and creating simple Databases The primary objective in this topic should be the development of planning skills to plan how information
can be organized, stored, and manipulated. Students should then be able to execute that plan by creating
a one table, single dimension database to record and store the information collected.

5 Introduction to Presentation and Slide Show Encourage students to use technology to present information. The emphasis in this topic should not be
Software on all the features of the software but rather on the creative way in which a student uses the software to
present information. Design concepts from Grade 8's Introduction to Desktop Publishing should be
revisited and used to aide in evaluation of the presentations.

6 Software Integration - Multi-tasking Introduce to students the computer's ability to perform more than one task or run more than one program
at a time. Students should be able to switch between several programs running on their machine. Use
students knowledge of various programs and develop an understanding of how parts of one document
can be integrated with another to produce effective results e.g. a graph in spreadsheet software can be cut
and pasted into a word processing document.

Content Rationale for Grade 10 IT Curriculum Guide

Priority Grade10 Topics Objective/Reason
7 Formatting and Printing Spreadsheets Use the computer to format, layout, and preview the items from a spreadsheet that need to be printed.
Use print preview to ensure that print outs are in a presentable format and do not waste paper.

8 Advanced Word - Printing envelopes and Recognising that students will be required to perform some level of office administration, the basics of
labels, Mail-merging printing envelopes and labels using Word Processing software is introduced. To further the practice of
software integration, mail merging or document merging encourages the use of two programs to produce
time saving documents, labels, or envelopes to mail. Students should feel comfortable with the use of
mail or document merging in order to save time on typically repetitive tasks.

9 Binary Number System Provides a basic introduction to the Binary Number System which forms part of the IT CXC
requirements.

10 Compilation of Terms used in Grade 9 Building upon the lists from Grade 7 and 8, students should try to keep a list of all the terms they have
been introduced to during the course of Grade 9. The instructor may take some time to review of all the
terms introduced and their definitions to ensure that students understand the definitions and their use.
The emphasis here should be on the understanding and application of the terms, not on the rote learning
of complicated definitions.
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Computers in Differentiate Identify the ways Technology Appreciate that Organisations are Name and identify some Do students Social Studies,
Society between the in which impacts society in technology increasingly relying on recent technological understand that Economics:
positive and technology is different ways. impacts society technology to increase developments. Discuss there are pros and Employment trends
negative improving the both positively efficiency in the how they have impacted cons to the way and job roles.
impacts of way we work. Each can have a and negatively. workplace and improve employment. technology has
technology on positive or a standards of work. changed working English: Role
employment. Identify the negative influence Willingness to Make a list of some of the life? play, written
positive and e.g. employment continuously Some jobs have been negatives and positives reports, group
negative effects has been both educate oneself on made redundant due to that advances in Do students discussions.
technology has on created and positive and technology replacing technology could cause. understand that
employment. eliminated, certain negative impacts human labour. Others these pros and cons Guidance: Skills
jobs and job roles of technology and have been created in Discuss and/or debate can influence required in the
have been made identify actions the field of IT and them to determine if employment trends world of work.
redundant, the people can take to communications due to experiencing these in society?
places from which minimize some of advances in positives and negatives
people work, and the more negative technology. are eventually positive or
the number of aspects. negative experiences for
work hours have Many jobs have changed society as a whole.
changed. in their roles and
responsibilities. People Visits to corporations
are working from (where possible) to
home, working more observe how they rely on
hours, and can work technology and identify
from anywhere in the some new jobs that were
world. This has created, and existing jobs
retraining and that have changed as a
educational impacts on result of the introduction
society. of IT.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Computers in Differentiate Understand that Recognise that Appreciate that Data is collected and Name and identify Do students Social Studies:
Society between the data and technology technology does stored in vast quantities some recent understand that Freedom and
continued. positive and information is impacts society in not always bring for various reasons. technological there are positives privacy of
negative more accessible different ways. positive benefits developments. and negatives to the information, health
impacts of and more people to a society. way technology has and safety,
technology on are able to make Each can have a Organisations have Discuss how they have changed the surveillance and
information. data and positive or a access to more databases impacted on the availability and freedom, police
information easily negative of information. transmission, availability, security of interaction,
available. influence. and quantity of information? communications,
information. media, and impact of
Recognise that Databases can be sold to availability of
more data does organisations for information on
not mean better marketing purposes. society.
quality.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
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Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
As a result, Students should Students should be The privacy of Identify measures that can Do students English: Role
security, have an awareness aware of some of individuals' data is being be taken to ensure understand how play, written
confidentiality, of the impact of the negative eroded. As confidentiality and these positives and reports, group
and the ability to technology on aspects and realise communications security of data. negatives impact discussions.
verify or validate freedom of some of the technology their daily lives?
the reliability of information, actions we can increases, access to Visits to corporations
the data or privacy, security, take to minimise private data becomes (where possible) to
information being and them. easier and security observe how they rely on
presented is key. confidentiality. needs to be technology and identify
increased. Use of some new jobs that were
passwords and created, and existing jobs
authorised personal that have changed as a
access is necessary. result of the introduction
of IT.
As more and more data
is stored, there is Observations/discussions
increased risk of of what security measures
inaccuracy. they take.
Verification checks take
time and are not always
carried out.
Computers in Differentiate List and explain Recognise that Appreciate that Health and safety issues Name and identify Do students English: Role
Society between the how the technology technology does e.g. repetitive stress some recent understand that play, written
continued. positive and introduction of impacts society in not always bring injury, back problems, technological there are pros and reports, group
negative technology has different ways. positive benefits eye strain. developments. cons to the way discussions.
impacts of social impacts on to a society. technology has
technology on how society Unsupervised use of the Discuss how they have changed society?
society. functions. internet e.g. children impacted on society.
having access to
pornographic sites.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Identify some Each can have a Students should be Police use of technology Make a list of some of the Do students Social Studies,
examples of areas positive or a aware of some of e.g. networked negatives and positives understand how Economics:
of society where negative the negative databases and electronic that technological these pros and cons Discuss how
technology has a influence. aspects and realise fingerprinting can advancements could impact their daily technology has
positive or some of the ensure that knowledge incur. lives? changed interactions
negative impact. actions we can of criminals is not between groups of
These could take to minimise localised. The use of Role play a scenario of people, society,
include them. surveillance cameras one positive aspect in government,
healthcare, safety can be said to impinge improved communication economics, and life
and security, upon an individual's e.g. like police catching as we know it.
government, and freedom. bandits.
economics.
E-commerce can enable Identify measures that can
small local businesses to be taken to ensure
sell directly to foreign confidentiality and
consumers and security of data.
businesses. Observations/ discussions
Egovernment can of current security
improve efficiency and measures taken by
reduce cost for businesses, governments,
administration. and various organisations
in the community and
internationally.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
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Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Information Identify the Definition and Technology is Appreciate that Technology used to Discussion of types of Can students Social Studies,
and Commun- different uses of electronic constantly technology is communicate: Electronic electronic communication identify the Economics:
ications purposes of communication changing and constantly devices such as devices, where possible different purposes Discussion on how
Technology electronic devices. improving our changing and we facsimile (fax), pager, teachers should show the of electronic communication in
(ICT) devices e.g. methods of need to keep up to computer, telephone, devices. devices used for society has changed
oral commun- communication. date with those satellite communication because of
ication requires changes. communications, PDA Students make a list of purposes? information and
a telephone or (personal data assistant). some of the devices found communications
cell phone. within their community Can students technology.
and give a presentation on evaluate the positive
what they are used for. and negative
impacts of the
Discussion on how the availability and use
use and availability of of these devices?
these devices have
impacted their family,
community, and their own
ability to communicate
with others.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Identify devices Definition and Information is Appreciate that Technology used as a If students have access to Do students know Social Studies:
or resources uses of research becoming more information is source of information: educational CDRoms and how to access IT Evaluation and
used for and information easily accessible constantly web sites, CDRoms, the internet, encourage devices for research reliability of source
researching and resources. due to the changing and we databases, files available them to access purposes? information.
exchanging improvements need to keep up to on the Intranet. information.
information. made in date with those Do students know Language: Oral
technology. changes. Discuss the source of the how to conduct presentations,
information focusing on research using these reports,
evaluating its validity and devices? comparisons
possible bias.

Information Evaluate Some research Recognise that Appreciate that Source information: web Observing the type of Can students use Social Studies:
and Commun- sources of and information some devices not all information sites, CDRoms, information each source source information Evaluation and
ications information and resources are provide source is accurate or databases. may provide e.g. visual, efficiently for reliability of source
Technology determine better than others. information whilst reliable, but has to audio, written notes and research purposes? information.
(ICT) whether others allow be validated with Indicators to be used for be able to identify through
continued. information is Using traditional exchange of other sources, validation and recorded discussions the limitations Can students record English: Record
reliable. indicators like information. especially if it is as source of of each source. the bibliographic bibliographic
author, title, from a biased information: author, source of information from
Record publisher, date of All information source. title, publisher, and date Students should have information in the source of
bibliographic publication, and gathered must be of publication. access to CDRoms and proper manner for information.
source of awards or merits evaluated for the internet (if available). future reference?
information in can help students validity. The A discussion of the source
the proper determine source of that of the information should
manner for whether information focus on the bias, if any.
future information they must be
reference. find is reliable. recorded for
future reference.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Identify how Describe local and Recognise that Appreciate the How technology Use drawings to help Do students Geography:
the different wide area some devices complexity and communicates: cables, students understand how understand how Effective
technological networks. provide source simplicity of the satellite, radio and technology communicates communications communication
devices information while power of microwaves. through cables, telephone and information can relating to distance
communicate Use these others allow networks. networks and via satellite. be transmitted over and location.
with each other. networks to exchange of Networks: Local Area - local and wide area
research, access, information. within an organisation Discuss the difference networks?
exchange, and e.g. a computer lab in a between LAN & WAN.
communicate How devices work school (intranet) and Have students use the
information. together to Wide Area Networks - school's LAN and internet
provide outside the local area connection to perform
communication e.g. a banking system, research, access,
networks in order the internet. exchange, and
to source and communicate information.
exchange
information.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
File Create folders Create new Understand that Willingness to Discuss the directory Show and explain the Can students create Home Economics,
Management folders using the all data and keep items on the tree (organisation of directory structure of the
folders effectively? Business,
appropriate programs on the computer in order folders, sub-folders and computer using the Economics,
operating system computer are by using folders files on the computer). appropriate operating Can students name Government: The
program or tool. stored as files and and descriptively system tool e.g. Windowstheir folders value of
that folders are an Create a folder.
naming files and Explorer, My Computer. descriptively? organisation and
easy way to folders. Demonstrate how to how it improves
organise files. Practice using good create a folder with Can students or impacts an
descriptive file and students' name on it. organise these individual's,
Files can be folder names to describe folders in a logical business', or
grouped in one file and folder contents. Students practice creating manner? government's
folder and related a folder with their name efficiency.
folders can be Practice saving files to and then sub-folders
grouped in one the correct folder so they organised by subject or Students can discuss
general folder. can easily be retrieved at topic. topics such as
a later date. knowledge sharing,
Students practice saving organisational
files to the correct folder. structure, home
organisation, time
keeping, or
Move files and Organise new and The purpose of Willingness to Group related files in a Students organise their Can students move government
folders existing files and having folders is keep items on the folder by moving them existing files and folders their files and organisation.
folders by moving to use them to computer in order using the appropriate by moving them to the folders effectively?
them from one organise files and by using folders operating system tool. folders they created in the
place to another other folders. and descriptively previous skill set. Can students
using the naming files and Group related folders in organise their files
appropriate Using these folders. a folder by moving them Students draw a directory and folders logically
operating system available tools using the appropriate structure of how they by moving them
tool. makes finding operating system tool. have organised their files into their
files much easier. and folders. appropriate place?

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
File Rename files Renaming Files and folders Willingness to Rename files using the Students identify a folder Can students Home Economics,
Management and folders existing files and can be renamed to keep items on the appropriate operating or file that they have rename files and Business,
continued. folders provides make them more computer in order system tool. named incorrectly. folders effectively? Economics,
for more descriptive of their by descriptively Government: The
flexibility. contents. naming files and Rename folders using Students use the value of
folders based on the appropriate appropriate operating organisation and
their content. operating system tool. system tool to rename that how it improves
file or folder. or impacts an
individual's,

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10

Learning Objectives Methods / Strategies / Areas of

Topic Skills Knowledge Understanding Attitude Content Materials Evaluation individual's,
Integration
Copy and paste Use the correct Files and folders Willingness to Copy and paste files and Students identify a file or Can students copy business', or
files and operating system can be copied and save time by using folders from one place folder they wish to and paste files and government's
folders tool to copy and pasted from one copy and paste to another using the transfer from hard disk to folders from one efficiency.
paste files and folder to another functions to appropriate operating floppy disk. folder to another?
folders from one or from one transfer or system tool. Students can discuss
folder to another storage device to replicate files or Demonstrate to the Can students copy topics such as
or from one another. folders from one Process would include: students the process of and paste files and knowledge sharing,
storage device to location to 1. Choose folder copying and pasting those folders from one organisational
another. Copy and pasting another. or file by clicking once files or folders from the storage device to structure, home
files from floppy to highlight it. hard disk to the floppy another? organisation, time
Copying and to hard disk and 2. Choose the disk using the appropriate keeping, or
pasting files and back can be useful copy option. operating system tool. government
folders can save as a method for 3. Go to the place organisation.
time by allowing backing up, where you want to paste Students practice copying
for quick duplicating, the folder or file by and pasting their folders
replication of working from and clicking on it once to and files from hard disk to
needed files and storing important highlight it. 4. Choose floppy disk and from
folders or quick files. the paste option. floppy to hard disk.
transfer of files 5. Wait. Be patient.
and folders from Students watch and read
one storage the screen to see what
device to another the computer is doing.
e.g. floppy to hard
disk.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Skills Knowledge Understanding Attitude Materials Integration
File Delete and Deleting files and Cleaning out Willingness to Delete files and folders Students identify a file or Can students Home economics,
Management restore files and folders helps to storage devices keep storage using the appropriate folder they wish to delete identify files and Business,
continued. folders. clean unwanted or frees up storage devices clear of operating system tool. from hard disk to floppy folders to be Economics,
unused files and space and makes unnecessary files disk. deleted? Government: The
folders from work less and folders. Process would include: value of
storage devices. cumbersome. 1. Choose folder Demonstrate to the Can students delete organisation and
or file by clicking once students the process of appropriate files and how it improves
In some cases, A clean and to highlight it. deleting files or folders folders? or impacts an
files and folders organized hard 2. Choose the from the hard disk or individual's,
can be restored disk drive makes delete option. floppy disk using the If the appropriate business', or
using the files and folders 3. Students watch, appropriate operating operating system government's
appropriate easier to find. read the screen, and system tool. tool is available, can efficiency.
operating system provide the appropriate students use it to
tool. answer when prompted. Students set up empty recover deleted files Students can discuss
files and folders and and folders? topics such as
(If available) Restore practice deleting these knowledge sharing,
files and folders using from the hard disk or organisational
the appropriate floppy disk. structure, home
operating system tools. organisation, time
Teachers need to be aware keeping, or
of the security of all government
student's files and folders. organisation.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Skills Knowledge Understanding Attitude Materials Integration
Introduction to Design a A database should Using descriptive Willingness to Identify the subject of Have students identify a Can students show Economics, Social
Database simple be named names for the design and plan a the database, how it will way to use a database. step-by-step how Studies, Library
Database appropriately for database and database that is be used, and who it will Some examples include they designed their Science, Biology:
easy major fields helps easy to use, clear, most likely be used by. cataloguing a library, CDs database? Students can build a
identification. other computer concise, and easy Identify fields for the and music, videos, and database for one of
users to easily to navigate. database. students in the school. Did students take these subject areas
Identify the names navigate through a Sketch a design for the into account how either as an example
of the major fields database. Recognition that form of the database. Have students write up a their database will of the way records
for the database. 90-95% of good Identify the Primary Key detailed plan of what their be used? should be kept or as
Forms enhance computer work field of the database. database will be used for, a way to categorize
Use these fields to presentation and happens in the what type of data will go Are the plans for existing and
plan a form for make the users' planning phase. into their database, their the student's available data.
the database. work less key fields, and a design of database clear and
cumbersome. the form they will create concise?
for their database.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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Skills Knowledge Understanding Attitude Materials Integration
Build a simple Create and name a Constructing a Willingness to Create a new database. Based on the plan Can students
Database new database. database in a spend as much Name that database. students drafted in the execute their drafted
database program time as necessary Create field names, previous skill set, have plans to construct
Organize the takes planning, to construct and descriptions of that students build their their database?
database so that it persistence, perfect a database field, and choose the database and enter data
is easy to use, patience, and that is easy to use, type of data that will be into it. Can students give
easy to navigate, foresight. clear, concise, and contained in that field. and receive
easy to enter data, easy to navigate. Design and create a Have fellow classmates constructive
concise, and clear. form for the database. evaluate the design, ease criticism on their
Create and assign the of use, clarity, and database?
Primary Key field for conciseness of the
the database. student's database. Is the final draft of a
Enter data using the student's database
datasheet view and Have students easy to navigate,
forms. incorporate feedback into easy to use, concise,
the final draft of their and clear?
database.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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Skills Knowledge Understanding Attitude Materials Integration
Presentation Plan a Understand that Information can Appreciate that Choose a topic. Decide
Students choose from a Can students English: Audience,
Software presentation by presentations can be presented information can be how long the range of topics. They effectively use a purpose of
----------------- summarising be used to through a range presented in a presentation is going to
will need to plan and step-by-step communication,
NOTE: information communicate of sources. One number of ways. be (time). prepare the content of approach when oral presentations,
Requires at using images, information of which is their presentation. This designing and evaluating
least 6-9 text and effectively, e.g. in Presentation The presentation Make a rough outline of will include activities on organizing a effectiveness of
lessons. animation. a face to face Software e.g.of information main points of summarising information presentation? communication
Students need a presentation or PowerPoint. depends upon the presentation. for presentation purposes.
lot of practice over the internet. needs of the Can students clearly All: The topics used
to become Realise that the audience and the Decide number of slides Teachers should and effectively for presentation
confident with Identify where audience and time purpose of the it will take. demonstrate a number of explain why they purposes could be
their presentation available should message. different slide shows so like or dislike integrated with any
Presentation software would be be taken into Make a rough sketch on that students can identify certain aspects of a area of the
Software Skills. appropriate and consideration several sheets of paper what a presentation is and presentation? curriculum.
effective when planning a for each main point. how it can be used to
presentation. display information. Are students aware
Plan the speech for each of the positives and
slide. Encourage a group negatives of using a
discussion on how slide slide show
Using ideas from shows can be used in presentation to
presentations shown by school and in business. promote a topic or
teacher, project and teach a subject?
evaluate what the
presentation may look
like.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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Skills Knowledge Understanding Attitude Materials Integration
Presentation Create a slide Start up The use of Appreciate the Start up presentation Teachers need to Can students start All: The topics used
Software presentation to presentation presentation time and effort it
software. demonstrate the up the presentation for presentation
continued. communicate a software and software is like takes to produce a
Insert a new slide. activities identified in software? purposes could be
----------------- message or create each slide. sitting down at a good slide Insert text. the content. integrated with any
NOTE: information on drafting table and presentation. Insert graphics from Can students work area of the
Requires at a topic In the process of cutting, pasting, Clip Art, Spreadsheet Using their outlines, independently to curriculum.
least 6-9 creating a slide and designing Recognize that graphs, or CDRoms. students create their slide insert a new slide,
lessons. show, students each slide from anything worth Insert sound from presentations using text, graphics, clip Some example
Students need a become familiar scratch. learning well takes gallery, file or CD. creative clip art, art, sounds, edit topics include:
lot of practice and comfortable patience, practice, Edit text and graphics animation, sound, charts, text, graphics, add HIV/AIDS, life
to become with the tools of Instead of work and persistence. (cut, copy, paste). and word art. animation, and skills - prejudice,
confident with presentation tools being in Resize and move text/ format racism, how to get a
their software. drawers, they are graphics boxes. Students evaluate each backgrounds? job, how to start a
Presentation in menus and Format background and other's slide presentations business, abuse,
Software Skills. toolbar buttons. template designs. and provide social studies,
Use animation tools. comments/feedback. economics, business,
and history.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Skills Knowledge Understanding Attitude Materials Integration
Edit and perfect Incorporate Doing several Appreciate the Use Spell Check. Students take evaluations Can students give
a slide constructive drafts of a importance of Sort slides into order. from fellow students and and receive
presentation to feedback from presentation can incorporating Time a presentation and do a second draft of their constructive
incorporate fellow students help to improve feedback and run a slide show. presentation. criticism?
suggested into slide the presentation doing several
changes presentation. by correcting drafts of a Students present their Can students use
mistakes and presentation. slide shows to the class. spell check and
Edit, spell check, incorporating slide sorter
and proof read constructive Willingness to Have fellow students effectively?
slide presentation feedback. strive for high comment and critique
to improve it. quality their classmate's slide Can students
presentations. show. present an effective
and interesting slide
show?

Software Recognize that Computers can There are times Appreciate the Startup multiple Students come up with a Can the student start All: The topics used
integration - you can have run more than one when it will be efficiency of programs such as research topic. more than one for research
multitasking more than one program at a time. more efficient to doing more than wordprocessing, program at a time? purposes could be
program or run more than one one thing at a time spreadsheet, and Students start up the integrated with any
piece of Running more program at a time on the computer. encyclopaedia programs programs they plan on Can the student area of the
software than one program to complete a task at once. using to fulfil what is determine how curriculum.
running at one at a time is called on the computer. needed for their research many and which
time multi-tasking. Examine the task bar or topic. programs are
Multi-tasking can multi-task menu to running at one
save you time, identify and keep track Students identify these time?
effort, and energy. of all programs running programs in the task bar
on the computer. or multi-task menu.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Move between How to use the Just because you Appreciate the Differentiate between Students type a letter, Can the student
two or more appropriate do not see a simplicity of and active and an spell check, play a game, switch between
running operating system program or moving between inactive window. start a search, and perform multiple programs
software tool to switch software package two or more other tasks at the same that are all running
packages or between two or directly on the programs or Use the task manager to time by switching back on the computer at
programs more programs screen, does not software actively switch between and forth between the same time?
that are already mean that it is not packages. or among the multiple programs using the task
running. running. programs running on the bar or multi-task menu.
computer.

Copy, cut, and How to use the Copy, cut, and Appreciate the Copy, cut, and paste Students copy and cut Can the student cut
paste from one cut and copy paste can function economy of time functions along with the information and pictures and copy
program into option in one between software and effort that task manager to copy, from one program information from
another open program to paste packages and comes from cut, and paste between (encyclopaedia, internet, one program and
program or information into programs. copying, cutting, more than one program. or spreadsheet) and paste paste it in another?
software another. and pasting from into their wordprocessing
package one program to document.
another.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

Page 17
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Formatting & Add and format Headers and Headers and Willingness to use Use View, Header and Demonstrate the use of Did the student use Maths, Science,
Printing headers, footers are the footers are used to
clear and Footer option to first headers and footers. the appropriate tools Social Studies,
Spreadsheets footers, and words or denote that a consistent headers, display the areas where Demonstrate how to add to view, add, and Economics: The
page numbers notations that run particular page of
footers, and page descriptive titles and headers, footers, and page format headers, data collected for
to spreadsheets. at the top and a document numbers to guide page numbers will be numbers to an already footers, and page the spreadsheet can
bottom of a page. belongs to a set of
a reader through a added. existing document. numbers? be plant, animal,
other pages. spreadsheet, Demonstrate how to bug, colour, species,
They can be explain the Use the available tool format headers, footers, Is the final printed statistics, dollar
added, edited, For example, purpose of the bar to switch between and page numbers already material clear, prices for certain
formatted, and many textbooks spreadsheet, or header and footer, add added. concise, easy to goods, etc. that are
can contain page will use headers to denote individual and format text, and add read, and easy to found in that
numbers and mark Chapters in a pages of a set of and format page Students use a follow? community.
other details book and when spreadsheet numbers. spreadsheet that they have
related to the set Chapters change, printouts. already created or have Is it obvious which The student can then
of spreadsheet the header them put one together pages belong to manipulate this data
pages being changes. from data they've which set of to describe the
printed out. collected for a project. spreadsheet environment of their
Have students then add printouts? town.
headers, footers, and page
numbers, and format
them.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

Page 18
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Classmates critique and
give constructive criticism
on the clarity,
consistency, and
formatting of their
classmate's work and
incorporate these
comments into their final
draft to submit to the
teacher.

Formatting & View and Use the Time, paper and Willingness to use File, Page Set Up. Demonstrate the Can the student use Math, Science,
Printing manage page capabilities money can be the available tools Examine and be able to capabilities of Page Set Page Setup, Print Social Studies,
Spreadsheets layout and print available on the saved by using on the computer to use any tab necessary. Up, Print Preview, Page Preview, and Page Economics: The
continued. preview of program to perfect Print Preview and save time, paper, Break Preview, and Break Preview data collected for
spread-sheets the format, layout, perfecting the and money. File, Print Preview. manipulating page breaks effectively? the spreadsheet can
and look of a format and layout Examine and be able to to perfect the look of a be plant, animal,
document before of a spreadsheet use all available document before printing Can the student add, bug, colour, species,
printing it out. before printing it options/buttons when it out. delete, and move statistics, or dollar
out. necessary. page breaks? prices for certain
Students practice to goods that are found
View, Page Break perfect a spreadsheet in that community.
Preview. printout. To ensure that
students understand and The student can then
Add, delete, and move can exercise these skills, manipulate this data
page breaks. limit each student to 1-2 to describe the
pieces of paper for environment of their
printing their final project town/village/commu
for submission. nity.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Print How to efficiently Printing a Willingness to File, Print. Choose Demonstrate the File, Can the student
spreadsheets and effectively spreadsheet is the practice printer printer, print range and Print and Print from print a clear,
print a final stage of etiquette: check number of copies. toolbar button options. concise, orderly
spreadsheet. work. Therefore it with others before Examine and be able to Show where to choose looking
is done after spell printing, clean up use other options when printer, print range, and spreadsheet?
checking, proof and unclog printer necessary. designate the number of
reading, of debris if copies. Print. Did the student
formatting, and necessary, and Printer quick button on conserve paper by
Print Previewing keep the lab free toolbar. Students print their final using Print Preview
the work on of trash by spreadsheet project for and other tools to
screen. discarding used submission to the teacher. perfect the
paper. document on-screen
before printing it
out?

Formatting & Format, resize, How to By changing the Willingness to Click on Chart to Demonstrate how to Can the student Reading, Literature,
Printing and make manipulate: format and layout explore and highlight for formatting. change chart types, source manipulate chart Social Studies,
Spread-sheets adjustments to - the display of of a chart, the harness the use of data, line colours, labels, type, source data, Economics: The
continued. charts information same information charts to displayReview contents of font, etc. in an already and chart options? data collected for
- the can be presented information. Chart menu: Chart type, existing chart. the spreadsheet and
communication of in different ways. Source Data, Chart Can the student use charts can be names,
information and - Appreciation for Options, etc. Using charts students all the formatting types, cost, and
the affect of Different formats the ability that have previously created, features available to descriptions of
information on and layouts can charts and chart Resize chart area, resize have students practice perfect the impact books, magazines,
the reader impact and formatting have to chart, change series what they saw and view of the movies, and music
using charts and influence the communicate to colours, chart title, fonts, demonstrated using the chart? available in the
chart formatting. reader in different and affect the font size, legend details, same data for different library, community
ways. reader. line or grid types, and types of charts. Does the printed center, or market of
move the chart. chart communicate the town. It can also
Students arrange various the information be statistics on
charts all on one page clearly and in an family, race,
and print the page of easy to read format? children, and other
charts.

Learning Objectives Content Methods / Strategies / Evaluation Areas of

Topic Skills Knowledge Understanding Attitude print the page of charts. easy to read format? children, and other

Page 20
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Materials Integration

Print charts How to print an Printing a chart is Willingness to use File, Page Setup, Print To ensure the use of Print Does the printed members of the
individual chart. the final stage of Page Break Preview, Print option or Preview, allow each chart address the community.
work. Therefore it Preview and Print print using the toolbar student only 1-2 pages of question that the
How to print a is done after Preview to save button or quick print paper for printing. student was The students can
page of charts. perfecting, time, paper, and option. attempting to then manipulate the
formatting, and money. Students evaluate and answer? data into chart
Print Previewing Print a single chart: compare charts for clarity format to compare
the work on Appreciation for highlight chart by and impact. prices for various
screen. the challenge of clicking on it; choose goods found in the
producing a File, Print. Encourage students to community, number
finished product critique, ask questions, of men vs. women,
with limited Print multiple charts on and evaluate their or number of people
resources. one page: arrange charts classmate's presentation of with jobs vs. those
on a sheet; use Print information. without.
Preview to make sure
they all fit on one page;
Click on a spreadsheet
cell; choose File, Print.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

Page 21
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Advanced Address and How to use Using the Willingness to use Tools, Envelopes and Demonstrate the creation Can students Home Economics,
Word print an correct address computer to print the computer to Labels. Choose of Delivery and Return address and print an Business,
Processing - envelope using formats. an envelope can create clear Envelopes tab. address using the Tools, envelope using a Economics: Impact
Printing a word affect how it is addresses for Envelopes and Labels word processor of presentation,
envelopes and processor How to put an received. envelopes. Enter Delivery and option from the menu. clearly, efficiently business etiquette,
labels envelope into the Return address. Also demonstrate and effectively? and organisation on
printer. Examine the preview envelope options, printing society, work
and feed suggestions. options, and how to relations,
Choose options and correctly read pictures on government
examine the envelope the manual feed tray of a relations, and
and print options. printer. business relations.

Each printer feeds a Each student attempts to Examples include

little differently. print out a Delivery and business cards,
Examine the printer and Return address on an address and shipping
follow the pictures on envelope. labels, name badges,
the manual feed tray of and other items used
the printer. for a formal
business.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation business.Integration
Skills Knowledge Understanding Attitude

Page 22
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Create and How to use Word processing Willingness and Tools, Envelopes and Demonstrate the creation Can students create Discuss how the
print labels available word programs come appreciation for Labels. Choose Labels of a New Document of and print labels ability to create
using a word processing tools with several the economy of tab. labels and examine its using a word these items on a
processor to print labels. templates for using the formatting features - File, processor clearly, home computer can
computer labels computer to create Choose options to pick Page Setup, Print efficiently, and impact the
that can be clear labels. the type of label the Preview. effectively? effectiveness of
purchased in a student wants to create. small business,
store. These Willingness to use Choose to create New Students create their own medium size
templates, once the available Document. document of labels. Allow businesses, and
filled in, are templates without students to print out 1 home businesses.
organised so they the availability of Fill in the labels with the copy of these labels to
print out perfectly the corresponding appropriate information. show that actual label
once the labels are label sheets. sheets are not needed to
fed into the printer make use of the templates.
properly.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

Page 23
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Advanced Conceptualise Merging requires Using the mail Appreciate that Main document - Draw a picture of the Do students Home economics,
Word the mail merge the use of two merge feature, you mail merge can be contains the fixed components of a mail understand the Business,
Processing - feature files: a main can produce a used to save time information and merge merge. Arrows should concept of mail Economics: Impact
Mail merging document and a large amount of when producing fields, which are show how the main merging? of presentation,
data source. personalised form bulk mailings, positioned at the points document and data source business etiquette,
letters, mailing envelopes, or where the information combine in the merge Can students draw a and organisation on
Data from the labels, and memos creating labels. from the data souce is to process to create a diagram showing society, work
data source is without having to be printed. personalised document. the process of mail relations,
inserted into the type each one merging? government
main document to individually. Data source - contains 1. (main document) Have relations, and
produce the personalised students write a letter business relations.
personalised information that varies with box cut out after
documents. in each document Dear. 2. (data source) Examples include
Have students write a list form letters, mass
Merge process - When of the names of people mailings, labels, and
the mail merge begins, they want to send the envelopes.
the merge fields are letter to. 3. (merge
replaced with the process) Place the second Discuss how the
information from the sheet of paper under the ability to create
data source. letter and move it so that these items on a
each name shows in the home computer can
Dear cut out box. This impact the
final product is the mail effectiveness of
merged document. small business,
medium size
businesses, and
home businesses.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

Page 24
 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Advanced Create a main How to create The form Willingness to Start up word processor. Demonstrate the creation Can students create Home Economics,
Word document form letter with document will create an of a main document such a form letter with Business,
Processing - place holders for provide the format appropriate form Type the form letter. In as a form letter using place holders for Economics: Impact
Mail merging merge fields for the document letter as a main areas that merge fields dummy field names merge fields? of presentation,
continued. to be sent. document. are to be printed, type in enclosed in double business etiquette,
dummy field names anglebrackets as place and organisation on
The merge fields Willingness to enclosed in double holders for merge fields. society, work
will be the explore and angle-brackets e.g. relations,
variable data that institute the use of <<Name>>. Students work on creating government
will change with mail merge to their own form letter with relations, and
each document automate dummy field names as business relations.
printed. repetitive tasks. place holders.
Examples include
form letters, mass

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10

Learning Objectives Methods / Strategies / Areas of

Topic Skills Knowledge Understanding Attitude Content Materials Evaluation form letters, mass
Integration

Create data How to organize How well data is Willingness to Create a table in a Demonstrate the creation Can students create mailings, labels, and
source data or organised can create, keep, and spreadsheet, word of a well ordered data a well organised, envelopes.
information into impact on how it maintain a well processing, or database source in a spreadsheet or
easy to import, data
an easy to import is imported into a ordered source of program. word processing program. source? Discuss how the
format. mail merge data such as The header row should be ability to create
document. names, addresses, The first row of the table clearly labeled with field these items on a
and phone should have the names such as Title, home computer can
numbers that can headings describing the FirstName, LastName, impact the
be easily imported data in the column e.g. Job Title, Company, effectiveness of
into a mail merge Name, Address, City, Address1, Address2, City, small business,
document. Country, etc. and Country. medium size
businesses, and
Fill out the table with Students create their own home businesses.
the appropriate data source in a
information. spreadsheet, word
processing, or database
program.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Advanced Insert merge How to insert The creation of a Willingness to Go to Tools, Mail Using the previously Can students place Home Economics,
Word fields merge fields into well organised create, keep, and Merge. Step 1: Create, created form letter, merge fields in their Business,
Processing - main document. form letter with maintain a well 'Form Letter', Active demonstrate the insertion appropriate places Economics: Impact
Mail merging appropriately ordered source of Window. of merge fields into the on the form letter of presentation,
continued. placed dummy data such as Step 2: Get Data, 'Open places previously they previously business etiquette,
field names, names, addresses, Data Source', navigate to occupied by the dummy created? and organisation on
allows easy and phone the file created as the field names. society, work
insertion of numbers that can Data Source. Click on relations,
appropriate merge be easily imported Close. Students insert merge government
fields. into a mail merge Position insertion point fields in the place relations, and
document. where the first merge previously occupied by business relations.
field is to be inserted. the dummy field names
Click on 'Insert Merge using their previously Examples include
Field' button in Mail created form letters. form letters, mass
Merge Toolbar and mailings, labels, and
select the desired field. envelopes.
Place all other fields in
their respective positions Discuss how the
to replace dummy fields ability to create
in the main document. these items on a
home computer can
impact the
Merge How to mail The creation of Appreciation for Go to Tools, Mail Using the previously Can students mail effectiveness of
documents merge a main well organised and the time and effort Merge. Step 3: Select created form letter and merge their data small business,
document with a well labeled main needed to build Merge, the 'Merge' data source, demonstrate source with the medium size
data source documents and foundation dialog box appears, fill the mail merging of the form letter they businesses, and
data sources documents (main out the information and two items. previously created? home businesses.
makes mail document, data click on 'Merge.'
merging simple. source) so that Students practice merging
merging files is their form letter and data
easy. source.

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Binary Number Define Binary A binary number The computer Willingness to Decimal or Denary - Discuss the definition of Do students Mathematics:
System Number system uses two stores data and learn a new Divided or counted by Number System. understand what a Number systems,
System symbols: 0 and 1. information in number system. tens. Decimal or Denary number theory,
series or blocks of Discuss the definition of Number System is? decimals, addition,
0 represents OFF digits all Appreciation for Number Systems - Decimal or Denary subtraction,
and 1 represents containing a the way a various systems used to Number System. Do students multiplication, and
ON in electrical certain sequence computer might write quantities. A understand what a division.
switches. of 0 and 1. "remember" or number system is Discuss the definition of Binary Number
"think" of data or defined by the number Binary Number System. System is? Language: The
Because there are These 0 and 1 can information. of different symbols it assigning of
only two digits be represented by uses. The decimal Discuss the definition of Do students definitions to
(also called bits), the positions of system requires ten digit. understand how particular terms and
the binary number on-off switches, different symbols, or space on a storage the practice of
system is used in by the presence or digits, and is a base-10 Discuss the definition of device is described? using them in
computers. absence of electric system. byte, kilobyte (KB), repetitive contexts.
current, or by megabyte (MB), and

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Skills Knowledge current, or by Attitude Content megabyte (MB), and Evaluation Integration
Understanding Materials

magnetized dots Binary - Characterized gigabyte (GB). Science: Metric

on a tape or disk. by or consisting of two 1 kilobyte = 1,000 bytes, system conversion.
parts or components; 1 megabyte = 1,000,000 Discuss how volume
twofold. A binary bytes, 1 gigabyte = or capacity in boxes,
number system uses two 1,000,000,000 bytes bottles, or other
symbols: 0 and 1. containers can be
The purpose of this described. Link this
Digit - One of the discussion is to to the description of
characters used to demonstrate the origin of capacity in hard
indicate a whole number counting storage capacity disks, floppy disks,
(unit) in a numbering on a hard disk, floppy CD-ROMs, and
system. Since a digit disk, CD-ROM, or memory.
stored in the computer RAM/ROM by KB, MB,
can take only two and GB in computer
values, it is a binary advertisements [for
digit. Eight digits make example].
a byte.

Topic Learning Objectives Content Methods / Strategies / Evaluation Areas of

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Skills Knowledge Understanding Attitude Materials Integration
Bina Convert Binary How to find the Each bit Willingness to The position of the '1' Demonstrate and explain Can students Mathematics:
ry Number to decimal. decimal corresponds to a learn how to indicates what conversion of binary to explain the process Number systems,
System equivalent of a table of values that convert binary to corresponding power of decimal to students: or list the rules used number theory,
continued. binary number. increases by a decimal. two the number to convert binary to decimals, addition,
multiple of 2 from represents. For example: Create charts with decimal? subtraction,
right to left. For Respect the rules 10=2 - 1x2 conversion from binary to multiplication, and
example, the table governing the 11=3 - Take 10 and add decimal. Can students division.
would have from conversion of 1 to get 11 so take 2 and convert binary
right to left: 1, 2, binary to decimal. add 1 to get 3. Students complete numbers to Language: The
4, 8, 16, 32, 64, 100=4 - 1x2x2 worksheets with binary to decimal? assigning of
128 and so on. 1000=8 - 1x2x2x2 decimal conversion definitions to
problems. particular terms and
The conversion Make a table with values the practice of
process involves starting at 1, 2, 4 and so using them in
assigning and then on from right to left. repetitive contexts.
adding up the
corresponding Match each bit with the Science: Metric
values. corresponding number system conversion.
to convert binary to
decimal.

For example:
00110000 = (1x32)+
(1x16) = 48.
00000011 = (1x1)+(1x2)
=3

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Learning Objectives Methods / Strategies / Areas of
Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude
Binary Number Convert Convert from Using the table Willingness to Odd number = last Demonstrate conversion Can students Mathematics:
System decimal to decimal to binary created when learn how to binary digit must be 1 using a table. explain the process Number systems,
continued. Binary. numbers. converting binary convert decimal to or list the rules used number theory,
to decimal, binary. Even number = last Example: Convert 170 to to convert decimal decimals, addition,
subtract the next binary digit must be 0 binary to binary? subtraction,
smallest number Respect the rules 170 - 128 = 42: 1 multiplication,
that fits into the governing the Using the chart created 64 ---------- 0 Can students division etc.
number being conversion of to convert binary to 42 - 32 = 10: 1 convert decimals to
converted. decimal to binary. decimal, subtract the 16 ---------- 0 binary accurately? Language: The
next lowest number in 10 - 8 = 2: 1 assigning of
A 1 is entered for the chart from the 1 ------------ 0 definitions to
each number taken decimal number. Keep so 170 converts to 101010 particular terms and
away and a 0 for subtracting the next the practice of
those in the chart number that fits into the Students complete using them in
that were skipped. remainder until there is worksheets with decimal repetitive contexts.
no more remainder. A 1 to binary conversion
is placed for each problems.
number taken away and
0 for those that were
skipped in the chart.

Learning Objectives Methods / Strategies / Areas of

Topic Content Materials Evaluation Integration
Skills Knowledge Understanding Attitude

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 INFORMATION TECHNOLOGY CURRICULUM GUIDE
GRADE 10
Adding Binary Rules governing Binary is not Willingness to Rules: Demonstrate binary Can students list the
Numbers binary addition. added in the same learn how to add (a) 1 + 0 = 1 addition using rules governing the
way that we would binary numbers. (b) 0 + 1 = 1 several different addition of binary
add decimal (c) 0 + 0 = 0 examples. numbers?
numbers. Respect the rules (d) 1 + 1 = 10 Examples:
governing binary 0101+ 0101+ Can students add
addition. Note that (d) involves a 0010 0001 the binary numbers
'carry' operation. ------- -------0111 correctly?
Example: 0110
0101+
0011 Students complete
------- worksheets with several
1000 binary addition
problems.
Compilation of Maintain The terms and The terms and Willingness to be Terms and definitions Students maintain a Can students Language:
Terms used in records of definitions their definitions responsible for introduced throughout workbook throughout the understand some of Use these
Grade 10 terms and relevant for have very specific understanding the the course of the terms. year writing down each the basic terms terms in
definitions for material covered and meaningful terms and term and looking up the introduced? writing an
future use. in Grade 9. uses. definitions used in definition of terms that assignment.
IT. they do not understand. Can students take
the responsibility Social Studies:
for researching and Identify the use of
teaching themselves these terms in
the definitions of local newspapers
certain terms? and local news.
Are they being
used properly?

Page 32