COMPUTER APPLICATIONS TECHNOLOGY

National Curriculum Statement (NCS)

Curriculum and Assessment

Policy Statement

Further Education and Training Phase

Grades 10-12





 Curriculum and Assessment Policy Statement
GRADES 10-12

COMPUTER APPLICATIONS TECHNOLOGY

CAPS
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

Department of Basic Education

222 Struben Street

Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601

120 Plein Street Private Bag X9023

Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za

© 2011 Department of Basic Education

Isbn: 978-1-4315-0571-5

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 AGRICULTURAL MANAGEMENT
COMPUTER APPLICATIONS PRACTICES GRADES 10-12
TECHNOLOGY
FOREWORD by thE ministER

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). the Preamble to the Constitution states that the aims of the
Constitution are to:

• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;

• improve the quality of life of all citizens and free the potential of each person;

• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and

• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.

Education and the curriculum have an important role to play in realising these aims.

in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) to produce this document.

From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document
and will simply be known as the National Curriculum Statement Grades R-12. the National Curriculum Statement for
Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what
is to be taught and learnt on a term-by-term basis.

the National Curriculum Statement Grades R-12 accordingly replaces the subject statements, Learning Programme
Guidelines and subject Assessment Guidelines with the

(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION

CAPS
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENTS

Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS... 3

1.1 Background......................................................................................................................................................3

1.2 Overview...........................................................................................................................................................3

1.3 General aims of the South African Curriculum.............................................................................................4

1.4 Time Allocation.................................................................................................................................................6

1.4.1 Foundation Phase....................................................................................................................................6

1.4.2 Intermediate Phase..................................................................................................................................6

1.4.3 Senior Phase............................................................................................................................................7

1.4.4 Grades 10-12............................................................................................................................................7

Section 2: INTRODUCTION TO COMPUTER APPLICATIONS TECHNOLOGY.................................. 8

2.1 What is Computer Applications Technology?...............................................................................................8

2.2 Specific aims of CAT......................................................................................................................................10

2.3 Time allocation in the curriculum.................................................................................................................10

2.4 Resources required to offer Computer Applications Technology............................................................. 11

Section 3: OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLAN........................... 12

3.1 Solution Development...................................................................................................................................12

3.2 Systems Technologies...................................................................................................................................13

3.3 Network Technologies...................................................................................................................................14

3.4 Internet Technologies....................................................................................................................................15

3.5 Information Management...............................................................................................................................16

3.6 Social Implications.........................................................................................................................................17

3.7 Suggested teaching plan...............................................................................................................................18

Grade 10..........................................................................................................................................................19

Grade 11...........................................................................................................................................................30

Grade 12..........................................................................................................................................................39

CAPS 1
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Section 4: ASSESSMENT IN COMPUTER APPLICATIONS TECHNOLOGY..................................... 47

4.1 Introduction....................................................................................................................................................47

4.2 Informal or daily assessment........................................................................................................................47

4.3 Formal assessment........................................................................................................................................47

Grade 10 and 11...............................................................................................................................................48

Grade 12..........................................................................................................................................................48

4.3.1 Types of formal assessment for Computer Applications Technology......................................................48

Project.....................................................................................................................................................48

Tests.......................................................................................................................................................49

4.4 Programme of assessment...........................................................................................................................50

Grade 10 and 11...............................................................................................................................................50

Grade 12..........................................................................................................................................................50

4.4.1 Examinations..........................................................................................................................................51

4.5 Recording and reporting...............................................................................................................................53

4.6 Moderation of assessment............................................................................................................................53

4.6.1 Formal assessment (SBA)......................................................................................................................53

4.6.2 Practical Assessment Task (PAT)...........................................................................................................54

4.7 Annexures.......................................................................................................................................................54

4.8 General ............................................................................................................................................................54

Annexure A........................................................................................................................................... 55

Glossary of Acronyms and Abbreviations............................................................................ 55

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
sECTION 1

INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for COMPUTER

APPLICATIONS TECHNOLOGY gradeS 10-12

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.

1.2 Overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette
No. 29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

CAPS 3
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.

1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
• Progression: content and context of each grade shows progression from simple to complex;

• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

CAPS 5
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
1.4 Time Allocation
1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

SUBJECT GRADE R GRADES 1-2 GRADE 3

(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
Beginning Knowledge (1) (1) (2)
Creative Arts
(2) (2) (2)
Physical Education
(2) (2) (2)
Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
Creative Arts (1,5)
Physical Education
(1)
Personal and Social Well-being
(1,5)
TOTAL 27,5

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)

Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
 minimum of any three subjects selected from Group B Annexure
A 12 (3x4h)
B, Tables B1-B8 of the policy document, National policy pertaining
to the programme and promotion requirements of the National
Curriculum Statement Grades R-12, subject to the provisos
stipulated in paragraph 28 of the said policy document.
TOTAL 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.

CAPS 7
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Section 2

Computer Applications Technology

2.1 What is Computer Applications Technology?

Computer Applications Technology is the study of the integrated components of a computer system (hardware and
software) and the practical techniques for their efficient use and application to solve everyday problems. The solutions
to problems are designed, managed and processed via end-user applications and communicated using appropriate
information and communication technologies (ICTs). ICTs are the combination of networks, hardware and software
as well as the means of communication, collaboration and engagement that enable the processing, management and
exchange of data, information and knowledge.

The diagram below illustrates how the main topic areas of the Computer Applications Technology subject support the
teaching of digitally enabled learners.

8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
The table below sets out the topics and sub-topics in the Computer Applications Technology curriculum.

Weighting
Topic Area Sub-topics Resources
(Volume)
Word Processing
Solution Development Spreadsheets
60%
Databases
Fourth Application Computers

Concepts of Computing Textbook

Systems Technologies Hardware Internet Access

13%
Software • Web Browser

Computer Management • Search Engine

PANs Office Suite

Network Technologies • Word Processor
LANs and WLANs 5%
WANs • Spreadsheet
• Presentations
Internet Technologies Internet and World Wide Web
5% • Database
E-communications
HTML Editor (Notepad)
Find and Access Data and Information
Information Management Typing Tutor
Process Data and Information 12%
Security Software
Present Solution
(Anti-virus/Internet
Impact on Society Security)
Social Implications Legal and Ethical and Security Issues
5%
Health and Ergonomic Issues
Environmental Issues

Topic links and overlap

It is important to note that there will always be a degree of overlap between topics. Solution development is enabled by
systems technologies in the form of application software. Systems technologies allow for electronic communication.
Network technologies enable the Internet that is used for various applications, which include information dissemination
and electronic data interchange. Information management is a key concept and secondary activity overlapping
concepts in many other areas such as solution development and Internet technologies. Information management
is enabled by systems technologies. All ICT activities are primarily driven by human involvement, human need and
intervention, which in turn give rise to social and ethical issues.

For example, when one deals with Information Management, one could incorporate the topic with Internet Technologies
and application software from Solution Development. This is also applicable to the Systems Technologies topic where
the relevant Social Implications could be highlighted.

CAPS 9
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
2.2 Specific aims of CAT

In Computer Applications Technology a learner will:

• use end-user software applications proficiently to produce solutions to problems within a defined scenario;

• understand the concepts of ICTs with regard to the technologies that make up a computing system;

• understand the various technologies, standards and protocols involved in the electronic transmission of data
via a computer-based network;

• use the Internet and the WWW and understand the role that the Internet plays as part of the global information
superhighway;

• find authentic and relevant information, process the information to draw conclusions, make decisions and
communicate the findings in appropriate presentation media; and

• recognise the legal, ethical, environmental, social, security and health issues related to the use of ICTs and
learn how to use ICTs responsibly.

2.3 Time allocation in the curriculum

In Grades 10 and 11 the time allocation for CAT is 4 hours per week for 35 weeks. 5 weeks of the school year are
taken up by examinations.

The Grade 12 time allocation is 4 hours per week for 28 weeks; 12 weeks of the school year are for examinations.

The table below provides suggestions for the approximate teaching time per topic:

Topic Grade 10 Grade 11 Grade 12

Solution Development 80 hours / 20 weeks 86 hours / 21.5 weeks 58 hours / 14.5 weeks
Systems Technologies 22 hours / 5.5 weeks 14 hours / 3.5 weeks 16 hours / 4 weeks
Network Technologies 6 hours / 1.5 weeks 4 hours / 1 week 6 hours / 1.5 weeks
Internet Technologies 8 hours / 2 weeks 10 hours / 2.5 weeks 6 hours / 1.5 weeks
Information Management 16 hours / 4 weeks 18 hours / 4.5 weeks 20 hours / 5 weeks
Social Implications 8 hours / 2 weeks 8 hours / 2 weeks 6 hours / 1.5 weeks
Total Contact Time 140 hours / 35 weeks 140 hours / 35 weeks 112 hours / 28 weeks
Examination 20 hours / 5 weeks 20 hours / 5 weeks 48 hours / 12 weeks
Total - 1 academic year 160 hours / 40 weeks 160 hours / 40 weeks 160 hours / 40 weeks

10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
2.4 Resources required to offer Computer Applications Technology

Infrastructure, equipment and finances for the subject are the responsibility of the school.

In Computer Applications Technology learners are required to work individually on a computer during contact time
and need access to the Internet.

Schools should have a business plan for the subject that addresses the following:

• Initial capital layout for setting up a computer laboratory. The layout should provide for the following:

- Entrance level computers (to ensure a lifespan of 4 - 5 years), networked

o One computer per learner per period (during contact time)

o Provision for sufficient computers to enable the practical examination to be completed in two
sittings

- Internet access

• One high-speed printer per network

• Data projector or demonstrating software

• Software (operating system, Office suite, security software - antivirus, Internet)

• Budget

- Annual running costs

o Software licensing (operating system, application software, security software)

o Cartridges, paper, storage media

o Breakage and maintenance (regular service plan)

o Insurance

o Internet connectivity

- Sustainability plan

o To upgrade or replace software and equipment every 4 - 5 years.

CAPS 11
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Section 3

Content and scope per topic

3.1 Solution Development

Solution development is the actions and processes involved in developing a computer-based solution by utilising
appropriate tools such as application packages to solve a variety of problems represented by real-life scenarios.
For Computer Applications Technology these applications are end-user applications which include word-processing,
spreadsheet, database and presentation applications.

Word Processing Spreadsheets Databases Fourth Application

• Documents • Workbooks and Presentations
• Basic file management worksheets • Slide design and layout
• Text, paragraphs and • Cells, rows, and elements
page functions and columns • Editing and formatting
manipulation • Formatting and editing • Text and lists
• Lists and columns • Introduction to • Charts, illustrations and
• Graphics, shapes and calculations tables
Grade 10

diagrams • Introduction to formulae • Slide manipulation

• Tables and functions
• Basic custom animation
• Formatting and editing • Introduction to charts/
• Slide show
graphs
• Introduction to review • Introduction to
and proofing functions • Introduction to error
integration
indicators
• Basic templates
• Basic file management
• Introduction to
integration • Introduction to
integration
• Basic troubleshooting
• Basic troubleshooting
• File management • Advanced formatting Basic skills and basic HTML / Web design
• Advanced document • Advanced formulas and knowledge in working with • What is HTML?
layout functions • Tables: Records, fields • HTML syntax
• Customising • Error indicators and data types
• Basic HTML tags
• Reviewing tools and • Graphs/charts • Record manipulation
• Basic text and text
proofing functions • Basic field properties
Grade 11

• Manipulate worksheets formatting

• Electronic forms • Import/export data • Formatting and editing • Structure of a simple
• Mail merge • Integration techniques • Forms HTML page
• Styles • Troubleshooting • Basic data validation • HTML links
• Sections • Basic queries • HTML images
• Reference functions • Simple reports • HTML lists
• Integration techniques • Calculations
• Troubleshooting • Integration techniques
• Advanced file handling • Complex functions • Reports HTML / Web design
• Customise templates • Text manipulation • Grouping information • HTML tables
• Import/export data • Date and time • Calculation fields in
• Data sources calculations queries and reports
Grade 12

• Professional • Advanced graphs/ • Data validation

documents charts techniques
• Use/reinforce word • Validation of data • Troubleshooting
processing skills • Integration • Problem solving
• Integration techniques • Troubleshooting
• Troubleshooting • Problem solving
• Problem solving

Note:
The various techniques, tools and features of the respective application packages should be taught so as to develop a computer
based solution, as an end-user, within different scenarios and using a variety of applications effectively and efficiently.
Applications packages share common features that are reinforced when working with the different applications.

12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.2 Systems Technologies

Systems technologies refer to the physical and non-physical components of a computer system. The components
of the system are independent units which are designed to perform a particular function. These components which
include hardware, peripherals and software components are connected as a unit to perform the basic functions of
a computing system, which include input, processing, output, storage, communication and transfer of data in an
electronic format.

Introduction to Concepts Hardware

Software Computer Management
of Computing (Systems Unit)
• Describe ICTs • Describing hardware • Describing software • Introduction to using
• General model of a • Hardware components • Software components computers - working
computer environment and
• Ports and connectors • Definition and overview
keyboarding
• Introduction to data and • Hardware configuration of system and
information application software • Introduction to files and
• I/O devices
Grade 10

folders
• Types of computers • Classification of
• Storage devices and • File Manager
• Role of computers software
media
• Purpose and use of • Print management
• Advantages and • Processing concepts
disadvantages of software • Adding hardware
computers • Introduction to
• ICTs in everyday operating system
life - overview and concepts
introduction
• Information processing • Input, output, storage • Software updates, • Software installation
cycle and processing versions and • File management
• Role of ICTs • Mobile technology compatibility
• System properties
• Types of computers • Portable devices • Application software
Grade 11

• Basic trouble-shooting
• Computer categories • Devices for physically • System software
challenged users • Web applications
• Alternative I/O and • Software for physically
storage devices challenged users
• System requirements
• Help files
• Computer systems for • Appropriate use of • Productivity issues • File properties,
different uses devices • Role of operating attributes and metadata
• Case studies/scenarios • Buying decisions system • Housekeeping
Grade 12

regarding use of ICTs • Productivity issues • Utilities • Case studies

• Use of computers in a • Factors influencing • Buying decisions • Troubleshooting
variety of contexts performance • Human error potential
• Case studies • Case studies
• New technology • New technology

Note:
Hardware and software should be dealt with at a non-technical level, but such that will enable the learner to:
• understand the concepts that make up a computer system;
• demonstrate knowledge and understanding of the functions and uses of the main hardware and software components of a
computer system;
• select the right software for a task;
• troubleshoot at an elementary level or select the most appropriate hardware for a given scenario;
• know whether to upgrade or buy new equipment;
• be aware of new trends and developments and how to integrate these with existing or new equipment;
• know how technology can benefit the user in specific contexts; and
• understand the operations involved in the management and optimal utilisation of a computer system.
Content in this focus area should be taught from a basis of familiar contexts to unfamiliar contexts (new trends and
developments). This focus area lends itself meaningfully to integrate content from the Social Implications and Internet and
Network Technologies focus areas, and should be taught in this way.

CAPS 13
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.3 Network Technologies

Network technologies include various network technologies to facilitate the management and dissemination of digital
data from one point to another. Network technologies also refer to the electronic systems used for electronic data
interchange used to facilitate information dissemination between various individuals or groups at a single point or
dispersed locations.

Networks
• Introduction to networks and network concepts
Grade 10

• Aims and objectives of networks

• Advantages and disadvantages of using networks
• Types of networks: PAN/HAN
• Internet access
• Types of network: LAN and WLAN
Grade 11

• Basic components of network

• Connection
• Intranet
• Introduction to network security concepts
• Types of networks: WAN
Grade 12

• Internet as a WAN
• Internet services
• Buying decisions regarding Internet connection and access

Note:
Internet Technologies should be dealt with at a non-technical level, but such that will enable the learner to:
• understand the role that the Internet and the WWW play as part of the global information superhighway and the contribution
towards the digital age;
• introduce the software involved to render the Internet as a service;
• understand the concepts of the technologies and standards implemented to enable electronic communication;
• troubleshoot at an elementary level and find the most workable ways to approach Internet problems;
• understand how technology can benefit specific scenarios; and
• be aware of new trends and developments.

14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.4 Internet Technologies

Internet technologies include the WWW and all interrelated processes in the digital presentation of multimedia data on
a web page. Internet technologies are defined as a set of related and interconnected technologies which enable the
establishment of global networks, for various purposes such as collaboration, electronic data interchange, electronic
commerce, electronic communication and social networking.

Internet and WWW Electronic Communications

• Introduction to the Internet and World Wide Web • Introduction to electronic communications
• Overview of the Internet and WWW • Overview of e-communication
Grade 10

• Internet and web addresses • Overview of applications/tools to facilitate electronic

• Types of websites communications
• Overview of browsers and search engines • E-mail as a form of e-communication
• Browsing and searching techniques • E-mail software features
• Introduction to the use of Internet and e-mail
• Netiquette
• Overview of online services • Types of digital communications
• Features of browsers • Uses of computer communications
Grade 11

• Web page and websites • Managing e-mail

• Website usability issues
• Limitations of fixed Internet access
• Portable and mobile Internet access

• Overview of Internet services • Communication devices

• Features of browsers • Extension of types of digital communications
Grade 12

• Browser plug-ins • Advantages, disadvantages and limitations

• Evaluation of websites • Good practices
• New trends and technology • Extension of uses of computer communications
• New trends and technology

Note:
Internet Technologies should teach learners to:
• understand the role that the Internet and the WWW plays as part of the global information super-highway and the contribution
towards the digital age;
• introduce the software involved to render the Internet as a service;
• understand the concepts of the technologies and standards implemented to enable electronic communication;
• troubleshoot at an elementary level and to find the most workable ways to approach Internet problems;
• understand how technology can benefit specific scenarios; and
• be aware of new trends and developments.

CAPS 15
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.5 Information Management

Information management refers to the techniques and technologies involved in the collection, storage, processing of
data into information that leads to knowledge and decision-making. It includes the use of appropriate communication
and presentation tools to communicate new knowledge and recommendations.

Find and Access Data and

Process Data and Information Present Solution
Information
• Data vs information • Information vs knowledge • Knowledge vs insight
• Understanding of the problem/ • Information sifting • Utilising specific software tools to
task • Engaging with information communicate findings
• Role of questions and • Tools and techniques for • Simple report
Grade 10

questioning manipulating information • Personal understandings

- Using questions - Make notes and summarise • Organise information into logical
• Utilising a plan to solve the • Ethical use of information groupings and flow
problem/carry out the task • Processing data • Findings/conclusions
• Types of information sources • Utilising data questions • Copyright and plagiarism
• Information and data gathering • Data handling - the role of the • Acknowledgement
- Using a questionnaire spreadsheet
- Using one other source
• Task definition in different • Extracting appropriate information • Utilising appropriate software
contexts - understanding the • Utilising appropriate tools and tools to communicate findings
problem/task techniques to process data/ • Report
• Questions and questioning organise and manipulate • Interpreted knowledge and
- Utilising main question information understanding
Grade 11

- Formulating other questions • Processing data • Cohesive and logical organisation

- Quality control of questions • Adding data questions and flow of content and
• Indentifying appropriate sources • Data handling - the role of the recommendations/conclusions
• Information and data gathering spreadsheet and the database • Communication using supporting
- Add questions to • Analysis of data and information texts and graphics
questionnaire - Trends and patterns • Copyright and plagiarism issues
- Using one other source • Appropriate referencing
• Quality control of information
• Reformulation of problem/task • Using a variety of information • Utilising best software tools
into a complete statement • Using the most appropriate in an integrated fashion to
• Questions and questioning information and data for communicate findings
- Formulate main question processing • Comprehensive report
- Formulating other questions • Effective manipulation of • Interpreted knowledge and new
- Quality control of questions information understanding
• New questions and discarding - Rework and/or combine • Present information in logical
irrelevant questions as • Processing data correctly into grouping and flow supported by
Grade 12

investigation develops useful information using a variety appropriate texts and graphics to
• Indentifying appropriate sources of tools and techniques leading to enhance understanding
• Finding information and gathering a solution • Cohesive and logical
data • Use correct software for recommendations/conclusions
- Set a questionnaire processing and manipulation • Complete referencing using
- Using two other sources • Formulating data questions variety of tools and techniques
• Advanced searching techniques • Data handling - the role of the • Quality control of report
• Quality control of information spreadsheet and the database - Clear link between original
- Information evaluation • Meaningful analysis of data and task/problem, discussion and
- Website evaluation information - trends and patterns conclusion
• Manage volumes of information

The learner should:

• understand the role and uses of data and information;
• know how to determine what information/data is needed to complete a task/solve a problem;
• know where to find information to complete a task/solve a problem;
• know how to access and gather data and information;
• know how to evaluate the authenticity of information;
• know how to process data/manipulate information to assist interpretation thereof or in generating new understanding;
• be able to make informed conclusions/recommendations based on interpretation of knowledge and new understanding;
and
• be able to present and communicate the solution/findings in appropriate presentation media.
Most of this content can be taught and reinforced through the Practical Assessment Task (PAT).

16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.6 Social Implications

Social implications refer to issues relating to the digital age and bridging the digital divide and include issues that lead
to the responsible use of ICTs. This section of the CAT curriculum should consider the impact the use of computer
technology has on everyday life.

Legal and Ethical and Health and Ergonomic

Impact on Society Environmental Issues
Security Issues Issues
• ICTs in everyday life • Ethical use of • Ergonomics to promote • Green computing
computers health and well-being issues
• ICT influence on life
and life styles • Basic security concepts • Environmental issues
relating to the use of
• Influences on life and • Software piracy
ICTs
Grade 10

life styles
• Intellectual property
• Economic reasons for
• Licensing
using computers
• E-mail threats, issues
• Communication
and remedies
etiquette
• Computer criminals
• Safe Internet and
e-mail use
• Enhancing accessibility • Hardware theft and • Factors that influence • Power settings and
vandalism health savings
• Computer and human
error • Ethical use of networks • Health risks
• Impact of ICTs in • Unauthorised access
the workplace and
• Network safety and
Grade 11

employment practices
security
• Social engineering
• Privacy issues
tricks
• Information accuracy
• Online safety and
protection issues • Data protection
• Computer misuse
• Currency of protective
software
• Distributed computing • Computer criminals and • User-centred design in • Interpret scenarios
power crimes software
• Make
• Impact and use of • Fraud scams • Usability and recommendations
social networking and functionality issues
• Internet attacks • New issues
virtual communities
• Interpret adverts
• Misuse of personal
• Tele-working/tele-
Grade 12

information • Interpret scenarios

commuting
• Malware and • Making
• Information overload
safeguards recommendations
• Different scenarios and
• Different scenarios and • Buying decisions
case studies
case studies
• New issues
• Making
• Making
recommendations
recommendations
• New issues
• New issues

Note:
Learners should be able to:
• provide an overview and understanding on how ICTs impact modern-day living;
• be aware of computer related threats; and
• use ICTs responsibly.
Most of the content of Social Implications should be dealt with and integrated with other topics. The time scheduled for this topic
could therefore be added to other topics.

CAPS 17
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
3.7 Suggested teaching plan

The suggested teaching plan indicates the minimum content to be covered per term. The sequence of the content or
topics listed per term is not prescribed. Teachers should design their own work schedules (or use/adapt the work
schedule provided in their textbook) to teach the content per term in appropriate sequence and pace.

The sub-topics presented in the term plans should not be seen as stand-alone topics. Relevant sub-topics or content
could be presented in an integrated manner. Integrating the topics in the lesson presentation should flow naturally
due to the nature, links and ‘overlap’ of the content. Some content from one sub-topic may strengthen and underpin
the content of another. This approach should be applied throughout the three-year curriculum.

It is important that the specific technologies in the teaching plans are revised at regular intervals to phase out old
technologies and to include new technologies.

As the length of terms varies from one year to the next, the teaching plan/work schedules should be adapted
accordingly on a year-to-year basis.

18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Grade 10

CONTENT (Grade 10 / Term 1) NOTES

Systems Technologies: Introduction to Computers
(Theory) (± ½ week / 2 hours)
• Explain what a computer is:
- Overview of a general model of a computer in relation to the information processing cycle: input, processing, output,
storage as well as communication
• Overview of the different types of computers:
- Multi-purpose devices such as
o Desktop, laptop, netbook, tablet, server, smart phone and media player
- Dedicated devices such as ATMs and electronic appliances (embedded computers)
• Overview and concepts of the main components of a computer system:
- Hardware and software
- Devices: Input, output, storage and communication
• ICTs used in everyday life:
- Define and explain the term Information and Communication Technology (ICT)
- Overview of a general model of an ICT system: Convey, manipulate and store data
- Example of an ICT system in a familiar context such as a point of sales system or a cell phone
• Concepts of data and information:
- Explain the difference between data and information and the importance of each
- Give examples of uses of data and information within a familiar organisation such as the school
Systems Technologies: Computer Management • Keyboarding drills using a typing
(Practical) (2 weeks / 8 hours) tutor - learners should be able
to use the correct fingers on the
• Start up - switch on the computer, log on (concept of access control) correct keys
• Desktop: First looks, icons and shortcuts • Dealing with correct posture
• Introduce the desktop: provides a learning opportunity to
introduce ergonomics and health
- Features such as: Start button, task bar, My Computer, My Documents,
issues
Recycle Bin, widgets, file manager, e.g. Windows Explorer
• Access programs such as typing tutor
• Introduction to keyboard and keys: QWERTY, Tab, Caps Lock, Backspace,
Shift, etc.
• Use of a typing tutor (freely available as open source)
• Using the keyboard correctly - correct fingers and correct keys
• Basic file operations: open, save, close and basic printing
Systems Technologies: Computer Management • Introduce file organisation with
(Theory and practical) (±½ week / 2 hours) use of typing tutor when busy with
keyboarding skills
• Describe file organisation
• Reinforce file organisation when
• Basic concepts and introduction to file organisation: drives, folders and files dealing with word processing,
- Examples of different types of files spreadsheets and presentations
- File extensions (association) - common/generic extensions such as
o archived/compressed, forms of text files, web pages
o applications like word processor, spreadsheet, database and
presentations
o graphics, movie, sound, animation
o Adobe Acrobat
• File specification: Drive, path, filename and file extension
• Files: File naming, conventions and properties - types and size
• File manager, e.g. My Computer, hierarchy
• Organise, copy, rename, delete, restore, move, view and sort files and folders

CAPS 19
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT (Grade 10 / Term 1) NOTES
Systems Technologies: Hardware
(Theory) (±½ week / 2 hours)
• What is hardware?
• Overview of basic concepts relating of hardware:
- Identify hardware components
- Identify ports and connectors such as network ports, USB and FireWire
• Input:
- What is input?
- Types of input:
o Data - unprocessed text, numbers, images, video and audio
o Instructions - programs, commands and user response
- What is an input device?
- Generic/common input devices: Keyboard - external (desktop), built-in (laptop) and mouse (optical, wireless)
• Output:
- What is output? Types of output: text, graphics, audio and video
- Hard copy vs soft copy
- What is an output device?
- Generic/common output devices: LCD monitors (size, quality) and printers (inkjet and laser: speed, quality, cost)
• Storage:
- What is storage?
- What is a storage device? What is storage media?
- Examples of generic/common storage devices and media: hard disks (fixed and portable) and USB flash drives
o Measuring capacity (KB, MB, GB and TB) of storage media
o Volatility, capacity of storage media
Systems Technologies: Software
(Theory) (±½ week / 2 hrs)
• Overview of the basic concepts and introduction to software:
- What is software? Identify software components
- Concept of a graphical user interface (GUI)
- Identifying and using typical components of a GUI such as icons, toolbars, menu usage and navigation, radio buttons,
checkboxes, dialogs, lists and combo boxes
- Minimising, restoring, resizing, moving and closing windows
- System software vs application software
- Basic accessories such as calculator, paint and snipping tool
• Application Software - Overview of basic concepts and introduction
- What is application software?
- Common/generic examples such as Office suites, financial applications, designing and gaming/entertainment
• System Software - Overview of basic concepts and introduction
- What is system software?
- Operating system - basic function/purpose, typical features of a GUI
- Examples of operating systems
• Administering security (PC/laptop) - log on, user name, password (concept of authentication)

20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT (Grade 10 / Term 1) NOTES

Social Implications • Social implications should be taught
as they relate to hardware, software
(Theory) (±½ week / 2 hours)
and applications
• Social issues applicable to the above content: Ergonomics, green computing
(recycling, e-waste), health (posture) and authentication (user ID, passwords)
• Economic reasons for using computers: Saving paper, labour, communication
costs, efficiency, accuracy and reliability
Solution Development: Word Processing • Reinforce keyboarding skills when
working with word processing content
(Practical and theory) (±5½ weeks / 22 hours)
- allocate time for keyboarding drills
• What it is used for? using a typing tutor
• First looks: Workspace features such as ribbons, tabs and menus • Motivate learners to persist with
correct keyboarding techniques when
• File management in word processor: Open new and existing documents, close,
dealing with the word processor
save, save as and print
• GIGO principle
• Select data using keyboard and/or mouse
• Text: entering, editing and deleting text
• Basic punctuation - one space after all punctuation, including periods
• Formatting marks
• Formatting
- Font type, style, size, colour, highlight and effects
- Paragraph: spacing, alignment, borders, shading and indents (simple)
- Using existing quick styles in gallery (simple)
• Editing: cut, copy, paste, find and replace
• Reviewing: proofing: spelling and grammar
• Autocorrect and basic word processing typography: Quotes, dashes and
emphasis
• Page layout: page setup: margins, orientation, size and page border
• Document layout: page numbers, page breaks and symbols
• View options - print layout and preview
• Insert and manipulate illustrations and text
- Pictures, clip art, word art, shapes, charts and smart art
- Text box
Assessment (PoA): 1 practical test + 1 theory test covering content taught
Reporting: Add raw marks and totals and convert to % for term mark

CAPS 21
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 10 / Term 2) NOTES
Systems Technologies: Hardware
(Theory) (±½ week / 2 hours)
Extend hardware concepts
• Input (Basic concepts, features and uses)
- Pointing devices
o Touch pad, trackball, pointing stick, touch screen, pen input and joystick
- Digital camera
- Scanning and reading devices
o Flatbed, handheld and sheet feed scanners
o Radio-frequency identification (RFID), magnetic stripe, magnetic ink character recognition (MICR) and optical mark
recognition (OMR), bar-coding
o Optical character recognition (OCR)
- Video input - video camera and webcam
- Audio input: Microphone and voice recognition
- Biometric input, e.g. fingerprint scanners
• Output (Basic concepts, features and uses)
- Audio output: What is an audio output device?
o Headsets and speakers
- Other output
o Fax/fax modem, multifunction devices, data/DLP projector
• Storage media and devices (Basic concepts, features and uses)
- CDs, DVDs and Blu-Ray
- Memory cards
• Processing
- Overview of the basic concepts and introduction of the system unit:
o Motherboard, CPU and memory (RAM, ROM)
o Measuring speed in GHz
Systems Technologies: Software
(Theory) (±½ week / 2 hours)
Extend software concepts
• Stand-alone vs integrated software
• Freeware, shareware and proprietary software
• Open source software - definition, benefits and disadvantages
• Licensing and licensing agreements including end-user, site license agreements and creative commons
• System software
- Drivers: What is a driver?
- Utility programs: What is it? / Purpose
- Examples of generic/common utility programs such as backup
Systems Technologies: Computer Management
(Practical and theory) (±½ week / 2 hours)
• Creating shortcuts
• Taking screenshots
• Adding new peripheral such a printer - USB and Plug-and-Play (PnP)
• Changing the default printer
• Basic printing and printer queue management - personal computer
• Compressing/decompressing files and folders
Network Technologies: Networks
(Theory) (±½ week / 2 hours)
Overview of the basic concepts and introduction to networks:
• What is a network?
• Aims and objectives of networks
• Advantages such as facilitating communications and sharing hardware, software, data and information; and electronic funds
transfer (EFT)
• Disadvantages such as security and privacy issues
• Internet as an example of a network

22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 10 / Term 2) NOTES

Social Implications
(Theory) (±½ week / 2 hours)
• Social issues applicable to the above content: Ethical use of computers, care of PC system and storage devices
• Software piracy, licensing and intellectual property
Solution Development: Word Processing
(Practical and theory) (±3 weeks / 12 hours)
• Paragraphs (basic)
- Bullets and numbering (basic)
- Indents (hanging)
- Tabs
• Document and page layout
- Customising margins
- Headers and footers
• Tables
- Insert, Table tools, Table design, Table properties
- Design: Table styles, borders and shading
- Layout: Rows and columns, header rows
- Cells: size, distribution, merging and splitting
- Text alignment and direction
- Table: split, auto fit, gridlines
Though teaching and practising the
- Working with data: sorting, convert to text and working with formulae mechanical/technical skills and functions
• View options of applications are important for the
learner to become familiar with the tool
- Work with more than one document/window, zoom
that he/she uses, it is important to do so
• Document views: Draft and full screen reading within the paradigm of computational
thinking.
Solution Development: Spreadsheets
It is important that learners are also
(Practical and theory) (±2 weeks / 8 hours)
taught the underlying knowledge and
• Overview of the basic skills and core concepts of spreadsheets understanding of these skills and the
• Uses applications they are working with. It
should be taught in a way that learners
• First looks: Workspace will be able to transfer the skills and
- Rows, columns, cells, sheets and workbook knowledge to new versions of the
applications as well as other similar
• Cell reference applications.
- The importance of using cell references rather than constant values in cells and
formulae
• Cell ranges
• Data types such as General, Number, Currency, Date and Time
• Values and contents
• Format cells: Data type, borders, shading, alignment, wrapping, merge, alignment,
text direction, merge, split and auto fill
• Formatting rows, columns and sheets
- Size (width and height), insert, delete, hide, unhide, borders and styles
• Reinforce generic/common concepts such as formatting and editing, page layout,
illustrations, search and proofing as in word processor
• File options: open, save, save as, new and print
• Basic calculations using basic operators including +, -, *, /, order of precedence
and the use of brackets
• Error indicators:
- #######, #NAME!, #DIV/0!, #REF!
- #VALUE!, #NUM!

CAPS 23
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 10 / Term 2) NOTES
Information Management • Understand the problem:
(Practical and theory) (±½ week / 2 hours) - State in own words; determine what
needs to be done/found;
• Data vs information
- What is known?
• Understand the problem/task
- What information is missing or
- Problem solving steps
needed?
- Role of questions and questioning to determine information needs
- Find information and data: where
• Information sources and data gathering tools and how?
- Electronic reference works, e.g. Encarta, Internet • Preparation for PAT
- Printed media, e.g. books
- Surveys/questionnaires and people, e.g. interviews
Assessment (PoA): 1 test + 1 examination (1 practical paper + 1 theory paper)
Reporting: Add raw marks and totals and convert to % for term mark

Note:
It is important to note that application packages share common features (formatting, editing, page layout, illustrations, etc.) that
are reinforced when dealing with the different packages and as these features may take more time with the first application
taught, they take up less time when teaching subsequent packages.

24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 10 / Term 3) NOTES

Network Technologies: Networks
(Theory) (±½ week / 2 hours)
Overview and basic concepts:
• Personal area network (PAN) / Home area network (HAN)
- What is it? / What is it used for? / What does it offer?
- Advantages, disadvantages and limitations
- What is needed to create a PAN/HAN?
• Network device: Modem, router and switch
• Communication channel/media
• Obtaining Internet access:
- Identify hardware and software needed for connecting to the Internet using a PC
• ISP - Definition and purpose
Internet Technologies: Internet and WWW
(Theory) (±½ week / 2 hours)
• Internet
- What is the Internet?
- Internet addresses
• Overview of the World Wide Web (WWW)
- Describe the WWW
- Web address/uniform resource locater (URL)
- Web page, website, hyperlink
- Types of websites, their purpose/what they offer and examples
o Portal, news, informational, business, Weblog (blog), Wiki, online social network, educational, entertainment, advocacy,
web application, content aggregator, personal
• Browsers
- What is it? / Purpose
- Tabbed browsing
• Search engines
- What is it? / Purpose
- Common/generic examples
• Basic browsing and searching techniques
- Keywords/key phrases
- Search engine operators
• Concept of downloading and uploading
Internet Technologies: Communication
(Theory) (±½ week / 2 hours)
• What is e-communication?
• What is a communication device?
• E-communication using a PC
• Overview of applications to facilitate e-communications: e-mail, web browser, instant messaging, text, picture and video
messaging, mailing list, Weblog
- What is it?
- What does it offer? / Purpose
• E-mail as a form of e-communication
- Taxonomy of e-mail addresses
- ISP vs web-based e-mail
- E-mail software features such as Cc and Bcc fields, attachments and address books
• Fax/computer fax, fax to e-mail
• Netiquette

CAPS 25
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 10 / Term 3) NOTES
Internet Technologies: Communications
(Practical) (±½ week / 2 hours)
• Basic use of the Internet and e-mail
• Hyperlinks
• Apply netiquette rules such as spelling check, messages, being courteous and concise, not gossiping, reducing the size of
attachments and not typing in capital letters
• Basic e-mailing
- Compose messages
- Send and receive, forward, reply to, reply to all
• Attachments
Social Implications
(Theory) (±½ week / 2 hours)
• Social issues applicable to the above content
• Recognise and acknowledge the ownership of electronic material
• Appropriate communication etiquette
• E-mail threats, issues and remedies - Viruses, trojans, worms, hoaxes, spam, phising, e-mail spoofing and pharming
• Safe e-mail and Internet use - dangers and tips to ensure safe use
Solution Development: Presentations
(Practical) (±2 weeks / 8 hours)
• Overview of the basic skills and core concepts
• Uses
• First looks: Slides, designs, layouts
• Formatting
- Font type, style, size, colour, highlight, alignment
- Paragraph: spacing, alignment, bullets, indentation
• Editing: Cut, copy, paste, find, replace
• Text: Entering, editing and deleting text
• Reviewing/proofing: spelling and grammar
• Page setup
- Orientation, size
• Slides: Insert, delete, numbers, headers and footers
• View options - normal, slide sorter, notes, slide show
• Insert illustrations, tables
• Custom animations (basic)
• Basic integration techniques
• Start slide show
Solution Development: Spreadsheets
(Practical and theory) (±2½ week / 6 hours)
• Formulae vs functions
• Know and use basic functions such as:
- sum, average, count, min, max, today, rand, mode, mean, countif and use of relational operators (> < <= >= <> =)
• ‘Round’ numbers using cell formatting
• Sorting
• Work with sheets
- rename
- headers and footers
- printing
• Introduction to graphs

26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 10 / Term 3) NOTES

Solution Development: Word Processing
(Practical and theory) (±1½ weeks / 6 hours)
• Reviewing
- Comments
- Protecting document
• Document layout
- Page setup
o Columns, hyphenation
- Watermark, page colour
• Integration - Hyperlinks
Information Management and Practical Assessment Task • Practical Assessment Task -
(Practical) (±1½ week / 6 hours) Information Management culminates
in the PAT
• Information vs knowledge
• Start with the PAT where learners will
• Find and access information and data
apply the theoretical and practical
- Role of surveys and questionnaires content, concepts and skills of
• Sifting information Information Management and the
- Process of keeping only gathered information that meets the criteria/will solve use of applications in an integrated
the problem fashion

Assessment (PoA): 1 practical test + 1 theory test

Reporting: Add raw marks and totals and convert to % for term mark

CAPS 27
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 10 / Term 4) NOTES
Content using case studies
(Practical and theory) (±1 week / 4 hours)
• Consolidate content, concepts and skills using case studies to:
- Identify the basic hardware configuration of a computer in terms of:
o the processor
o memory and
o hard drive size
- Understand computers and their uses
- Understand how technology helps one to operate more efficiently, effectively and more accurately
- Know how to use computers as tools to access information and to communicate with others around the world
- Make better buying decisions - interpret advertisements and make judgements about quality and usefulness when
buying equipment and software
- Know how to fix ordinary computer problems and deal with challenges that arise from utilising computers (and know
when to call for help)
- Know how to use the Internet and e-mail
- Make informed decisions and choices in selecting communication devices and proper modes of communications for a
given scenario
- Know what kind of computer uses benefit or advance work place and career path opportunities
- Know how to protect oneself against online villains and threats
- Know how to apply digital tools to:
o communicate
o find and gather
o analyse
o use, manipulate and process information and
o solve problems
- Understand technology concepts, systems and operations
• Recommend specific hardware/software for a specific scenario
Social Implications
(Theory) (±½ week / 2 hours)
• Impact on society
- Identify how ICTs influence one’s life and life styles
• Impact on home, office and education
• Computer criminals - types and what they do/how they operate
Solution Development: Word Processing When working with applications,
(Practical and theory) (±1 week / 4 hours) learners should be taught to use
various methods and techniques to
• Templates: Letter, fax, report
achieve the same objective, compare
• Accessing offline help including FAQs (frequently asked questions) the methods and determine which one
• Integration techniques is more efficient or works best for them.
• Solve problems using word processor
• Troubleshoot basic word processing problems This will teach them not only to follow
a specific instruction/set of instructions
Solution Development: Spreadsheets but also to complete a given task that
(Practical and theory) (±1½ weeks / 6 hours) involves careful thinking and reasoning
• Graphs about how to do it and if there is more
than one way, to compare the methods
- Pie, line, column/bar
and find the best way of doing it.
- Purpose of each/when to use
- Create, format and edit
- Interpretation of information presented in a graph
• Basic integration techniques
• Solve problems using spreadsheets
• Troubleshoot basic spreadsheet problems

28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 10 / Term 4) NOTES

Solution Development: Documents
(Practical and theory) (±1 week / 4 hours) (Word processor, spreadsheet,
presentations)
• Reproduce and create documents that incorporate text, graphics and data
• Create documents using templates
• Support communication with appropriate features such as images, symbols
• Integrate text and graphics to form meaningful message
• Balance text and graphics for visual effect
• Use media, visual literacy and technology skills to create products that express
understanding
Information Management and Practical Assessment Task • Practical Assessment Task (PAT) -
(Practical) (±2 weeks / 8 hours) Information Management culminates
in the PAT
• Knowledge vs insight/decision making
• Manipulating information
- Extract core meaning
- Summarise using own words
• Data handling using spreadsheet
- Data questions: How many? What is most popular? What is least common?
How many more than? What is the average?
• Processing data
• Presentation of information:
- Graphs, tables, techniques and tools in word processor
- Report writing - elements of a report: Introduction, body, conclusion,
bibliography/references, copyright/plagiarism issues
- Summarising information/report using presentation software
• Finalise PAT
Assessment (PoA): Practical Assessment Task + 1 examination (1 practical paper + 1 theory paper)
Promotion mark: Convert term marks to 25%, convert PAT mark to 25%, convert paper 1 to 25%, convert paper 2 to
25%

CAPS 29
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Grade 11

CONTENT: (Grade 11 / Term 1) NOTES

Systems Technologies: General Concepts
(Theory) (±½ week / 2 hours)
• Information processing cycle: Input, output, processing, storage and communication
• Types of computers and typical features
- Dedicated devices such as ATMs and electronic appliances
- Mobile computers and devices such as smart phones
- Client/server
• Categorise computers
- Portable (mobile)/non-portable
- Processing power
- Usage
• The role of ICTs in the workplace
Systems Technologies: Hardware
(Theory) (±1 week / 8 hours)
Extend from Grade 10
• Input
- What is it? / Purpose / When to use
- Advantages, disadvantages and limitations
o Scanners and digital cameras
• What determines the quality of digital cameras and scanning? Basic concepts
o Biometric input
o Input via PDAs, smart phones, tablet PCs, data collection devices
o Terminals (POS), ATMs
o Touch screens
o Alternative input devices such as virtual keyboards, optical keyboards
- Wireless technology
• Output
- What is it? Purpose / When to use
- Advantages, disadvantages and limitations
o Interactive whiteboards
o Display devices
• What determines the quality of monitors and printers? Basic concepts
- Wireless technology
• What software/other equipment is required, e.g. device drivers, OCR?
• Input and output devices for physically challenged users
Social Implications
(Theory) (±½ week / 2 hours)
• Options available for enhancing accessibility such as speech recognition, screen readers and magnifiers, on-screen
keyboards, screen, mouse and keyboard settings
• Hardware theft and protection
• Power settings/saving and protection against power failure
• Factors influencing health and health risks
• Value of CAT - career options and further study
Solution Development: Word Processing
(Practical and theory) (±3 weeks / 12 hours)
Reinforce content, concepts and skills from Grade 10
• File management
- Printing (including options such as range of pages, odd or even, number of copies, print quality, pages per sheet), send
to (e-mail, Internet fax, pdf), convert, properties
• Input data from different file formats, e.g. text files, csv, rtf, tables
• Editing: Paste special, find and replace (extend to more options)
• Page layout: Themes

30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 11 / Term 1) NOTES

• Document layout
- Section breaks and sections
- Headers and footers (including date, path and filename)
- Page numbers: Different first page, odd, even, starting from a specific number
- Cover page
• Paragraph:
- Customise bullets and numbering
- Outline numbering/multi-level lists
- Customise spacing
• Templates: Agenda, memo, basic resume/CV
• Electronic forms
• Import/export data
• Online and offline help
Solution Development: Spreadsheet
(Practical and theory) (±3 weeks / 12 hours)
• Reinforce content, concepts and skills from Grade 10
• Absolute cell referencing
• Auto fill options
• Using spreadsheet functions such as round, small, large, countif, counta, countblank, sumif, power and rand
• Rounding off numbers and the difference between rounding and formatting
• Conditional formatting
• Interpreting error indicators such as:
- circular reference
- #NULL!
Solution Development: Database
(Practical and theory)(±2 weeks / 8 hours)
• Uses
• First looks:
- Objects: Table, form, query, report
• Tables: Records and fields, field names
- Basic field properties: size/length, default value, decimal places, required
• Data types
- Text, number, date and time, currency, auto number, Yes/No and Memo
• Database structure
• Primary key
• Create tables and forms
• Enter data (records)
• Add and delete records, fields
• Formatting and editing
• Sorting
• Basic data validation techniques
• Use filters
• Work with different views, e.g. design and table view
Assessment (PoA): 1 practical test + 1 theory test
Reporting: Add raw marks and totals and convert to % for term mark

Note:
It is important to note that application packages share common features (formatting, editing, page layout, illustrations, etc.) that
are reinforced when dealing with the different packages and as these features may take more time with the first application
taught, they take up less time when teaching subsequent packages.

CAPS 31
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 11 / Term 2) NOTES
Systems Technologies: Hardware
(Theory) (±½ week / 2 hours)
• Storage
- Primary storage (memory) vs secondary storage
- Online storage
o What is it?
o Advantages/disadvantages
- Suitable storage media for backup
- How to write CDs, DVDs
- Interpret adverts
- Basic troubleshooting
• Processing
- Understand the role of basic components of the system unit
o Motherboard - houses components
o CPU - processing
o RAM - holds data and instructions during processing/execution
o ROM - stores start-up instructions
• Overview and basic concepts of start-up process
Network Technologies: Networks
(Theory) (±1 week / 4 hours)
• Local area networks (LAN and WLAN)
- Definitions and where and why they are used?
- Definition, purpose, role, uses
- Advantages, disadvantages and limitations
• Basic components of a network - Overview and concepts
- Workstations and servers
- Network interface card (NIC)
- Network devices for connection
- Communication medium
- Network software
• Connection
- Wired vs wireless
- Data transmission speed
• Intranet - Definition and uses
• Basic network security such as passwords, usernames and access rights
Internet Technologies: Internet and WWW
(Practical and theory) (±½ week / 2 hours)
• Usability of web pages/websites - basic areas
- Explore web pages/websites and evaluate aspects such as:
o Readability, navigation, consistency, layout, typography - link to word processing documents and forms
Social Implications
(Theory) (±½ week / 2 hours)
• Social issues applicable to the above content:
- Unauthorised access
- Ethical use of networks
o Acceptable use policies of schools
- Network safety and security issues
- Privacy issues
o spyware
o adware
o role of databases
o respect privacy and products of others

32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 11 / Term 2) NOTES

Solution Development: Word Processing
(Practical and theory) (±1 week / 4 hours)
• Styles
- Quick style gallery (reinforce)
- Style set
- Change/edit a style
- Create a new style
Solution Development: Spreadsheets
(Practical and theory) (±1½ week / 6 hours)
• Simple IF function
• Use of relational operators (> < <= >= <>) in simple IF functions
• Charts/graphs: Create, format and edit
- Meaningful titles and labels
- Gridlines
- Legends
- Options appropriate to the graph type chosen
• Integration techniques
Solution Development: Database
(Practical and theory)(±1 week / 4 hours)
• Design database tables
• Choosing appropriate data types
- Text, number, date and time, currency, auto number, Yes/No, Memo, OLE object, hyperlink and Lookup
• Reinforce and extend the use of field properties: size/length, default value, decimal places, required, input mask, validation
rule, validation text and alignment
• Queries:
- Design basic queries using and, or, not and sorting options
- Selecting which fields to display in a query
Solution Development: HTML / Web design • The section on web design should be
(Practical and theory) (±1 week / 4 hours) done in an HTML editor or text editor
such as Notepad
• Reinforce the concepts of
• Learners are taught the basics of
- Websites, web pages, hyperlinks and URLs
HTML in order to create and link web
• What is HTML? pages
• What is an HTML editor?
• HTML syntax
• Basic HTML tags: Opening tag and closing tag

Opening tag Closing tag

Basic document tags <html> </html>
<head> </head>
<title> </title>
<body> </body>
Heading elements <h1> </h1>
: :
<h6> </h6>
Text elements <p> </p>
<br />
<hr />
Text formatting <b> </b>
<i> </i>
HTML comments
• Plain text and text formatting
• Structure and design of a simple HTML page

CAPS 33
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 11 / Term 2) NOTES
Information Management
(Practical) (±1 week / 4 hours)
• Reinforce content, concepts and skills from Grade 10
• Task definition, data and information gathering
• Quality control of information:
- Evaluate questions (types/levels/variety)
o Questions that can be answered explicitly by facts, e.g. questions starting with words such as What? When? Where?
Who? How many? etc.
o Questions that will help you to examine, explore, query, e.g. questions starting with Why? How? etc.
o Questions that will help you to adjust alter or predict, e.g. questions starting with If? What if? etc.
o Questions that will help you to make a judgment, critique, review or find meaning of some sort, e.g. questions starting
with Would it be better if? What recommendation? How can I determine? What would be the best way? etc.
- Evaluate information
o Authority (who created it?)
o Accuracy (are the facts substantiated?)
o Currency (is it up-to-date/still relevant?)
o Objectivity (any bias?)
o Coverage (how well does it cover the topic?)
- Evaluate websites: Criteria
o Affiliation (e.g. who supports the Web site?)
o Audience (e.g. level at which it is written/who is it intended for?)
o Authority (e.g. who is the author and what are his/her credentials?)
o Content (e.g. organisation of content and working links)
o Currency (e.g. is the information on the Web page up-to-date?)
o Design (e.g. is it easy to navigate and visually pleasing? How quickly does it download?)
o Objectivity (e.g. does it reflect any preconceptions?)
Assessment (PoA): 1 test + 1 examination (1 practical paper + 1 theory paper)
Reporting: Add raw marks and totals and convert to % for term mark

34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 11 / Term 3) NOTES

Systems Technologies: Software
(Practical and theory) (±½ week / 2 hours)
• The role of application software
• Function/purpose/role of different types: Multimedia and communication software
• Compatibility issues
• Versions, patches and service packs
• Updating software
• Online/web applications, e.g. Google docs
• Software for physically challenged users
• Explore web applications: Blogs
- Uses
- Advantages and disadvantages
- Good practices
Internet Technologies: Internet, WWW and Communications
(Practical and theory) (±1½ weeks / 6 hours)
• Types of digital communications: Voice over Internet Protocol (VoIP), FTP, video conferencing, chat rooms, RSS aggregator
- Advantages and disadvantages
- Good practices
• Overview of online services such as banking, shopping, booking/reservations
• Uses of computer communications: social websites
- Advantages and disadvantages
- Good practices
- Examples
• Limitations of fixed Internet access
• Overview of portable and mobile Internet access (basic concepts - What is it? Where is it used? Examples)
- Wi-Fi Hotspots, WiMAX, Bluetooth
- Portable and mobile - 3G
- Cellular data service
o Cell phone as a modem
o Browser and e-mail software
o Website accessibility
Systems Technologies: Hardware, Software and Computer Management • System utilities can be done in an
(Practical and theory) (±½ week / 2 hours) integrated manner when hardware
and other concepts are taught, e.g.
• Basic system requirements
- Install and uninstall when software
- Hard disk space, CPU, RAM
and hardware is taught
- What does it mean?
- Backup and archive when data
- How does it link with software? protection is taught
• Software installation -
Disk scanner, defrag and
- Portable storage medium compression when hard drive
- Internet download capacity is taught
• Management of files: - Spyware, adware and firewall
when we teach viruses and system
- File types
security
- Properties
- File attributes such as read-only and hidden
- Import and export
- Search
Social Implications
(Theory) (±½ week / 2 hours)
• Social issues applicable to the above content:
- Computer and human error and the effects thereof such as accuracy and
validity - data input
- Data types used, e.g. database

CAPS 35
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 11 / Term 3) NOTES
- Verification and validation of data, e.g. database
- Software bugs
- Hardware failure
• How ICTs impact on the workplace and employment practices
- Mobile offices, virtual office, decentralisation of labour, office automation
Solution Development: Database
(Practical and theory) (±1½ weeks / 6 hours)
• Reports:
- Design basic reports using a wizard
• Basic calculations at end of report such as: sum, avg, count, min and max
• Page headers and footers (design view)
• Report headers and footers
• Import/export data
Solution Development: Spreadsheets
(Practical and theory) (±1 week / 4 hours)
• Import/export data
• Help files
• Work with sheets:
- Move, copy, headings, protect, gridlines, freeze panes, etc.
• Use different print options such as print area
• Integration techniques within package e.g. linking cells and formulas between sheets
Solution Development: Word Processing
(Practical and theory) (±1 week / 4 hours)
• Mailings - Mail Merge
• Reference
- Table of contents
- Footnotes
- Captions
- Citations and Bibliography
Solution Development: HTML / Web design
(Practical and theory) (± 2 weeks / 8 hours)
• Good website/page design - consider
• Use of colour (basic)
• HTML links
- Link syntax: <a href=“http://www.google.com”>This is a link </a>
- Attributes: target and name
• HTML images
- Syntax: <img src=“google.jpg” width=“105” height=“150” />
- Attributes: source and alternate text
• HTML lists
- Numbered list: <ol> </ol>
- Bulleted list: <ul> </ul>
- List items: <li> </li>
Information Management and Practical Assessment Task (±1½ week / 6 hours)
• Role of spreadsheet and database to process and manipulate data to provide information
• Reinforce content, concepts and skills through application packages and PAT
Assessment: 1 practical test + 1 theory test
Reporting: Add raw marks and totals and convert to % for term mark

36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 11 / Term 4) NOTES

Internet Technologies: Communications
(Practical) (±½ week / 2 hours)
• Managing e-mail:
- Organise using e-mail folders
- Sort by, flag, prioritise
- Distribution lists, message rules
• Register a web-based e-mail address
Social Implications
(Theory) (±½ week / 2 hours)
Social issues applicable to the above content
• Social engineering tricks - what is it?
• Information accuracy - why is it important?
• Data protection such as backup
• Computer misuse
• Protecting oneself when online
- Online harassment
- Stalking and bullying
- Malware and security software
- E-commerce and e-banking (e.g. https)
• Why anti-virus and anti-spyware programs need to be updated and how they function
Content using case studies
(Practical and theory) (±½ week / 2 hours)
• Consolidate content, concepts and skills using case studies to:
- Identify general hardware configuration of a computer in terms of the processor, memory and hard drive size
- Understand computers and their uses
- Understand how technology helps one to operate more efficiently, effectively and more accurately
- Know how to use computers as tools to access information and to communicate with others around the world
- Make better buying decisions - interpret advertisements and make judgements about quality and usefulness when buying
equipment and software
- Know how to fix ordinary computer problems and deal with challenges that arise with utilising computers
- Know how to use the Internet and e-mail
- Make informed decisions and choices in selecting communication devices and modes of communications for a given
scenario
- Know what kind of computer uses benefit and advance work and career path opportunities
- Know how to protect oneself against online villains and threats.
- Know how to apply digital tools to communicate, gather, analyse, use information and solve problems
- Understand technology concepts, systems and operations
- Recommend specific hardware/software for a specific scenario
Solution Development: Word Processing
(Practical and theory) (±½ week / 2 hours)
• Mail Merge - Envelopes and labels
• Integration with other packages
Solution Development: Spreadsheets
(Practical and theory) (±1 week / 4 hours)
• Consolidate and reinforce content, concepts and skills
• Templates, e.g. basic invoice and receipt, home/personal budget, basic time sheet
• Plan and design own documents for specific scenarios and inquiries
• Integration with other packages
• Problem solving using spreadsheets
• Troubleshooting spreadsheets

CAPS 37
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 11 / Term 4) NOTES

Solution Development: Database

(Practical and theory) (±1 week / 4 hours)
• Formatting techniques to fields, records, tables, forms, queries and reports
• Integration with other packages
• Design a database table for a specific scenario, including forms, queries and reports
• Problem solving using databases
• Troubleshooting databases
Solution Development: Documents Learners should apply a combination
(Practical and theory) (Word processor, spreadsheet, presentations, database) of techniques, knowledge and skills
learned to new situations in order to
(±1 week / 4 hours)
complete a task/solve a problem or
• Use integrated software effectively and efficiently to reproduce and create achieve an objective.
documents that incorporate text, graphics and data
• Manipulate graphics and text within documents.
Learners should complete integrated
• Use integrated software to create and design documents for specific purposes practical tasks that encourage thinking
• Apply general principles of layout and design to a document process and decision - making.
• Emphasise information using techniques such as placement and colour
• Create documents by customising templates
• Use media, visual literacy and technology skills to create products that express
understanding
Information Management and Practical Assessment Task
(Practical) (±2 weeks / 8 hours)
• Reinforce content, concepts and skills in finalising PAT
• Finalise PAT
Assessment (PoA): Practical Assessment Task + 1 examination (1 practical paper + 1 theory paper 1)
Promotion mark: Convert term marks to 25%, convert PAT mark to 25%, convert paper 1 to 25%, convert paper 2 to
25%

38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Grade 12

CONTENT: (Grade 12 / Term 1) NOTES

Systems Technologies: General Concepts
(Theory) (±½ week/ 2 hours)
• Types of computer systems for different uses:
- Personal, SOHO, mobile and power users
• Role and use of data, information, knowledge, conclusion/decision as part of information management
• Reasons for using computers:
- saving paper, time, labour
- communication costs
- efficiency
- accuracy
- reliability
- effect on time and distance
- global communication including social networks and web tools such as blogs, wikis, etc.
• Convergence - What is it?
Systems Technologies: Hardware
(Theory) (±1½ weeks /6 hours)
• Input, output, processing, storage and communication as part of the information processing cycle
• Consolidate and reinforce hardware and software regarding uses, advantages and limitations of common/generic input,
output, storage and communication devices
• Integration of input modes to enhance productivity/efficiency
• Making buying decisions:
- What to buy? / Why? / Fit for purpose
• Keyboard and mouse:
- Ergonomic considerations
- Wireless vs cables
• Digital cameras, web cams, scanners, monitors: uses, advantages and limitations
- Resolution and image quality
- Software to use with these such as OCR
• Voice recognition - uses, advantages and limitations
• Printers
- Which printer is best for task? Why?
- Budget, speed, colour, cost per page, graphics capability, photo printing, paper type and size, system compatibility, future
needs, wireless capability, mobility, fit for purpose
- Resolution, economical and environmental considerations
• Storage:
- Capacity, volatility, durability, backup, fit for purpose
• Processing:
- Making informed decisions regarding the basic components of the system unit e.g. buying a system that will be suitable for
running particular software (system requirements) regarding processor and RAM
- Interpret specifications regarding CPU and RAM (basic)
• Productivity, efficiency, accuracy, accessibility issues
• Risks associated with input devices such as key logging software
• Suggest input, output, storage, communication devices as well as CPU and RAM including specifying basic specifications in
terms of processor, memory and storage for:
- home user
- SOHO user
- mobile user
- power user
- disabled user
• Fix ordinary problems such as:
- sticky mouse
- scanning
- disk errors, e.g. defragging
- resolution
- non-responding programs
- printing problems
- checking amount of used or free space on storage medium
• New technology
- their uses and merit

CAPS 39
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 12 / Term 1) NOTES
Systems Technologies: Software
(Theory) (±½ week / 2 hours)
• Software that enhances accessibility, efficiency, productivity such as:
- Voice recognition software
- Typing tutor/keyboarding skills
- Note-taking software
• Uses of common applications such as:
- Applications dealt with practically (word processing, spreadsheet, database, presentation)
- Reference software
- E-mail software
- Document management software such as PDF file formats
- Web browsers
• Web-based applications vs installed applications
- Advantages, disadvantages, examples and what they offer
• Interpret system requirements and compare to system properties such as hard disk space, memory, and processor
• Common software problems and upgrades such as:
- Obtaining and installing software improvements (patches), updates
- Read-only files, etc.
• Risks of using flawed software
• Which software to use where and when and by whom
Social Implications
(Theory) (±½ week/ 2 hours)
• Social issues applicable to the above content:
- environmental issues
- user-centered design in software applications such as:
o website
o database form
o presentations
Solution Development: Database Learners should solve problems, i.e.
(Practical and theory) (± 2½ weeks / 10 hours) apply a combination of techniques,
knowledge and skills learned to new
• Reinforce content, concepts and skills from Grade 11
situations.
• Design reports - grouped
Teach learners to use and combine
• Group headers and footers information, data and ideas to solve
• Calculations in groups such as sum, average, counting, maximum, minimum the problems to discover and explain
• Add fields with calculations in queries, reports relationships or trends and predict
behaviour/events,
• Data validation techniques
Tasks given to learners should also
• Queries using and, or, not, wildcards(*), IS Null operator
involve procedural skills and encourage
Solution Development: Spreadsheet computational thinking.
(Practical and theory) (±2 weeks / 8 hours)
• Reinforce content, concepts and skills
• More complex functions such as:
- Nested IF
- Vertical lookup, including error indicator #N/A
- Variations of known functions, e.g. rounding up and rounding down
• Basic date and time calculations

40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 12 / Term 1) NOTES

Solution Development: Word Processing
(Practical and theory) (±1½ week/ 6 hours)
• Bookmarks
• Reviewing and tracking changes
• Line breaks (pagination issues such as widow/orphan control)
• Import data collected via electronic forms
Information Management and Practical Assessment Task
(Practical) (±1 week / 4 hours)
• Reinforce content, concepts and skills from Grade 10 and Grade 11
• Setting questionnaires
• Gather information and data
• Discuss the writing of professional/formal reports
• Discuss the use of spreadsheet and database in professional reports
Assessment (PoA): 1 practical test + 1 theory test
Reporting: Add raw marks and totals and convert to % for term mark

CAPS 41
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 12 / Term 2) NOTES
Network Technologies: Networks
(Theory) (±1 week / 4 hours)
• Wide area networks (WAN)
- Definition, purpose and role
• Internet as an example of a WAN
• Internet services (uses/purpose, advantages, disadvantages, limitations, examples):
- Real-time messaging - instant messaging and chat
- Voice over Internet Protocol (VoIP)
- File Transfer Protocol (FTP)
- File sharing
- Concept of grid computing and cloud computing
• Government Internet services and information such as tax return, TV licence payment and election information
• Make buying and informed decisions regarding Internet connection and access
- Modem/router, types of connections, e.g. ADSL, wireless technologies, including their advantages, disadvantages and
limitations
- ISP, Internet services
- Consideration of access points, coverage (wireless)
- Data transmission speed - measured in kilobits per second(kbps) and megabits per second (mbps)
- CAP, bundle
• Concept of broadband and bandwidth
• Downloading/uploading
Social Implications
(Theory) (±½ week / 2 hours)
• Social issues applicable to the above content:
- Computer crimes in relation to hardware, software, information, identity, bandwidth theft, theft of time and services
- Internet-related fraud scams
- Internet attacks
- Taking over PCs, e.g. bots, zombies
- Right to access vs right to privacy
- Misuse of personal information
• Security issues such as malware, spyware, adware, pop-ups, key logging and safe guards such as firewalls
• Avoiding security threats
• Safeguards against criminals, viruses and threats
• The impact of technology on the global community: Distributed computing power
Solution Development: HTML/Web Design
(Practical and Theory)(± 1½ weeks / 6 hours)
• Reinforce content, concepts and skills as well as good website/page design
• HTML tables
- Syntax: Table tags
• Attributes: border, cell padding
• Develop a web page for a specific scenario
Solution Development: Spreadsheets (practical and theory) (±1½ week / 6 hours)
• Reinforce and consolidate content, concepts and skills
• Text functions such as:
- left, right, mid, concatenate, len, value and find
Solution Development: Word Processing (practical and theory) (± 1 week / 4 hours)
• Reinforce and consolidate content, concepts and skills
• Mail Merge - different data sources, e.g. e-mail list
• File management: Prepare, publish

42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 12 / Term 2) NOTES

Solution Development: Database (± ½ week / 2 hours)
• Reinforce and consolidate content, concepts and skills
• Design a database for a specific scenario
Information Management and Practical Assessment Task (± 2 weeks / 8 hours)
• Practical Assessment Task
- Reinforce Information Management skills
- Use information and data gathered: Processing and analysing
Assessment (PoA): 1 test + 1 examination (1 practical paper + 1 theory paper)
Reporting: Add raw marks and totals and convert to % for term mark

CAPS 43
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 12 / Term 3) NOTES
Systems Technologies: System Software and Computer Management
(Theory) (±1 weeks / 4 hours)
• Role of the operating system:
- Starting the computer
- Provide user interface
- Manage programs
o Concept of single user vs multiple users including examples
o Concept of multitasking including examples
o Concept of Task Manager (Windows)
• Management of files: File types, properties, file attributes such as read-only and hidden as well as metadata such as the
author and title properties of documents, import, export, search and conversion
• Operating system utilities (what is it? why is it needed?):
- File management
- Schedule/update
- Coordinate tasks - Concept of spooling when printing
- Compress/decompress files and folders
- Security features such as access control, control of spyware, adware and firewall
- Backup
• Anti-virus software
• General troubleshooting using utility software
- e.g. defragmentation
• Factors that influence performance such as:
- RAM
- Type of processor, processor speed
- Number of applications running and caching
- Hard disk space/fragmentation
- Influence of malware - Basic concepts/non-technical
Internet Technologies: Communications • Practical: E-mail - calendar, contacts,
(Practical and theory) (±1 week / 4 hours) tasks, archive
• Types of digital communications such as video conferencing: • Blogging: Register blog space,
publish blog through WP
- Advantages and disadvantages
• Creating a profile on Facebook
- Good practices
• Typical features of web browsers such as:
- Bookmarks
- History and favourites
- Home page settings
- Pop-up blocker
- Blocking websites
- Caching
- Browser plug-ins - What are they? Why are they needed? Examples
• Uses of computer communications such as:
- RSS feeds
- Blogs/vlogs
- Podcast/vodcast
- Wikis
- GPS
- Social networks
• Digital communications:
- Strengths and weaknesses
- Advantages, disadvantages and limitations
- Good practices
• Communication devices: Smart phones and other personal mobile devices
• New trends and technologies

44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

CONTENT: (Grade 12 / Term 3) NOTES

Social Implications
(Practical and theory) (±½ week / 2 hours)
• Social issues applicable to the above content:
- Impact and use of social networking sites and technologies such as:
o MySpace
o Facebook
o Twitter
o Virtual communities such as Second Life
• The impact of technology on the global community
- Tele-commuting/tele-working
- Computer fraud
• How technology can benefit or harm society
• Use information sources from around the world
• Information overload
Solution Development: Spreadsheets
(Practical and theory) (±1 week / 4 hours)
• Consolidate and reinforce content, concepts and skills
• Identify appropriate functions to suit scenario and solve problem:
- Date and time, maths, statistical, text, logical, lookup and reference
• Use more advanced combinations of functions and formulas
• Edit, format and change charts including
- Changing the scale on the axes
- Minimum and maximum values
- Re-labelling axes, etc.
- Creating stacked bar and column graphs using a graphic, etc.
• Appropriate graph for a given scenario
Solution Development: Word Processing
(Practical and theory) (±½ week / 2 hours)
• Consolidate and reinforce content, concepts and skills
• Documents using style focusing on aspects such as:
- Page layout that includes advanced word processing techniques
- Techniques of integration with other software including linking objects
Solution Development: Database
(Practical and theory) (±½ week / 2 hours)
• Consolidate and reinforce content, concepts and skills
• Create a database for a given scenarios
Solution Development: HTML/Web Design
(Practical and Theory)(± ½ week / 2 hours)
• Reinforce content, concepts and skills as well as good website/page design
Information Management
(Practical) (± 2 weeks / 8 hours)
• Practical Assessment Task
- Reinforce Information Management skills
- Use information and data gathered: Processing and analysing
Assessment (PoA): 1 test + 1 examination (1 practical paper + 1 theory paper)
Reporting: Add raw marks and totals and convert to % for term mark

CAPS 45
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
CONTENT: (Grade 12 / Term 4) NOTES
Documents (Word processor, spreadsheet, presentations, database)
(Practical and theory) (±1½ weeks / 6 hours)
Consolidate content, concepts and skills to develop a software solution
• Use integrated software effectively and efficiently to reproduce and create documents that incorporate text, graphics and
data
• Manipu late graphics and text within documents.
• Use integrated software to create and design documents for specific purposes
• Apply general principles of layout and design to a document process
• Emphasise information using techniques such as placement and colour
• Create documents by customising templates
• Use media, visual literacy and technology skills to create products that express understanding
Consolidation of content using case studies - All Topics
(Practical and theory) (±1½ weeks / 6 hours)
• Consolidate content, concepts and skills using case studies to:
- Identify general hardware configuration of a computer in terms of:
o the processor
o memory
o hard drive size
- Understand computers and their uses
- Know how to use computers as tools to access information and to communicate with others around the world
- Make better buying decisions:
o interpret advertisements and make judgements about quality and usefulness when buying equipment and software
- Know how to fix ordinary computer problems and deal with challenges that arise from utilising computers
- Know how to use the Internet and e-mail
- Know how to use application packages and when to use which one
- Make informed decisions and choices in selecting communication devices and modes of communications for a given
scenario
- Know what kind of computer uses benefit and advance work and career path opportunities
- Know how to protect oneself against online villains and threats
- Know how to apply digital tools to:
o Communicate
o Gather
o Analyse
o Use information
o Solve problems
- Understand technology concepts, systems and operations and how it operates efficiently, effectively and accurately
- Recommend specific hardware/software for a specific scenario
- Know about upgrading and how to integrate equipment with new products/technology
- Understand when to upgrade, when to buy new equipment or software and make informed decisions
External examination (±7 weeks / 24 hours)
• Practical examination 25%
• Theory examination 25%
External examination:
1 practical paper + 1 theory paper
Plus
Practical Assessment Task
SBA Mark: Add raw marks and totals for assessment tasks from term 1 to term 3 and convert to 25%

46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Section 4

Assessment in Computer Applications Technology

4.1 Introduction

Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence
of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby
assist the learner’s development in order to improve the process of learning and teaching.

Assessment involves activities that are undertaken throughout the year. In grades 10-12 assessment comprises
2 different but related activities: informal daily assessment (assessment for learning) and formal assessment
(assessment of learning).

Assessment in CAT should encourage computational thinking practices, that is integrating the power of human
thinking with the capabilities of ICTs and application packages.

4.2 Informal or daily assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can
be used to improve their learning.

Informal assessment is the daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks.

Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows
learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are
not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not used for
promotion and certification purposes.

4.3 Formal assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment.
Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes.
All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that
appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,
projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and
subject.

CAPS 47
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
The following tables provide the formal assessment requirements for Computer Applications Technology:

Grade 10 and 11

Formal Assessment
During the Year End-of-Year Examination
25% 75%
SBA tasks Practical Assessment Task End-of-Year Exam Papers (50%)
25% 25% 25% 25%
Project
Written exam
Information management Practical exam
• 5 tests project based on providing 2-3 hours
a solution to a specific 3 hours
• 1 exam (mid-year) Theory aspects of all
scenario by using the content, concepts and skills Solution Development
applications as indicated of all topics
under Solution Development
Grade 12

Formal Assessment
During the Year End-of-Year Examination
25% 75%
SBA Practical Assessment Task End-of-Year Exam Papers (50%)
25% 25% 25% 25%
Project
Written exam
Information management Practical exam
• 4 tests 3 hours
project based on providing
• 2 exams (mid-year and a solution to a specific 3 hours
Theory aspects of all
trial) scenario by using the content, concepts and skills Solution Development
applications as indicated of all topics
under Solution Development

The forms of assessment used should be age and developmental level appropriate. The design of these tasks should
cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.

4.3.1 Types of formal assessment for Computer Applications Technology

Project

A project assesses the learner’s ability to apply knowledge, skills and a range of competencies in an integrated
manner, many of which cannot be assessed in other ways. It has a degree of open-endedness, but is focused and
results in individual but similar tasks. The time to complete a project ranges from a few days to several weeks.

In CAT the project is the practical assessment task (PAT)

The project should enable a learner to apply a combination of techniques, knowledge and skills to new situations to
complete the task or accomplish a goal. It should also encourage learners to use and combine information, data and
ideas to solve problems, discover and explain relationships or trends and predict behaviour/events.

A project should require the learner to

• do some planning/preparation/investigation/research/data gathering to solve the identified problem/task;

48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
• perform the task/carry out instructions (according to criteria given);

• produce a product such as a report with introduction, main body, conclusion and recommendations/solutions
(this could include a limited number of smaller products such as a planning document, that builds up to the final
product, which the teacher could monitor or assess informally or formally);

• demonstrate thinking and decision making skills; and

• demonstrate some innovation and creativity.

To set and manage the project, the teacher should:

• determine the content/skills/knowledge to be addressed;

• set clear criteria and give clear instructions to guide the learner (the learner should know exactly what to do and
what is expected);

• keep the scope manageable;

• determine which resources will be required to complete the project and ensure that learners have access to these
resources;

• determine the time frame/duration/due date;

• determine mark distribution and compile an assessment tool; and

• continuously monitor the completion of the project and guide the learners.

Tests

A test could be a practical test or a written test. The programme of assessment should reflect a balance between
practical and written tests. Tests could include open book tests.

• A test for formal assessment should not comprise of a series of small tests, but should cover a substantial amount
of content and the duration should be 45 to 60 minutes.

• Open book tests require learners to find information and apply knowledge and skills. Learners are tested on
understanding and application of learning material and not on rewriting text from sources. Open book tests should
not include only short questions. They must include questions/tasks that will encourage thinking and decision
making.

For written open book tests, learners are required to write longer reflective answers, such as paragraph-type
responses to a given scenario, e.g. case studies. Paragraphs providing reasons and supporting evidence/
arguments are essential.

For practical open book tests learners are required to apply a combination of a series of procedures and techniques
to new situations in order to provide a specific answer or accomplish a specific goal, e.g. integrated practical tasks
that encourage computational thinking.

• Each test, open book test and examination must reflect different cognitive levels.

CAPS 49
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Formal assessments must cater for a range of cognitive levels and abilities of learners as shown in the table below:

Lower order Middle order Higher order

(Knowledge/remembering) (Understanding/applying) (Analysing/evaluating/creating)
(Routine procedures) (Multi-step procedures) (Problem solving)
30% 40% 30%

4.4 Programme of assessment

The following tables provide the programme of assessment requirements for each term for Computer Applications
Technology:

Grade 10 and 11

Programme of Assessment
SBA per Term
Term 1: Term 2: Term 3: Term 4:
1 practical test 1 test 1 practical test 1 examination comprising
+ + + 2 papers:
1 theory test 1 examination comprising 1 theory test 1 theory + 1 practical
2 papers: Plus
1 theory + 1 practical PAT

Practical Assessment Task (PAT)

Term Mark (Terms 1 - 3):

• Each term, add raw marks and totals and convert to % for term mark
Promotion Mark:
• Add raw marks and totals for assessment tasks from term 1 to term 3 and convert to 25%
• Convert PAT mark to 25%
• Convert paper 1 to 25%
• Convert paper 2 to 25%

Grade 12

Programme of Assessment
External Assessment
SBA per Term
Term 1: Term 2: Term 3: Term 4:
1 practical test 1 test 1 test 1 external examination
+ + + comprising
1 theory test 1 examination comprising 1 examination comprising 2 papers:
2 papers: 2 papers: 1 theory + 1 practical
1 theory + 1 practical 1 theory + 1 practical Plus
Practical Assessment Task
Practical Assessment Task (PAT)

Term Mark (Terms 1 - 3):

• Each term, add raw marks and totals and convert to % for term mark
SBA Mark:
• Add raw marks and totals for assessment tasks from term 1 to term 3 and convert to 25%
External Examination:
• Convert paper 1 to 25%
• Convert paper 2 to 25%
• Convert PAT to 25%

50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
4.4.1 Examinations

Practical Assessment Task (25% of the total marks for the subject)

The Practical Assessment Task is a project that assesses the learner’s procedural skills and individual interaction
with data and information as well as the way in which he or she processes, manipulates and presents the information.
The information will finally be presented in a number of documents. These must be presented in the four application
programs studied.

The CAT PAT focuses on Information Management and the use of ICTs and application software. It covers the
following:

• Identifying, finding and accessing information/data;

• Using, manipulating and processing information and data gathered; and

• Presentation of solutions/findings/recommendations.

Evidence of the process must be provided in a series of draft documents.

Each task must include a declaration of authenticity.

In Computer Applications Technology the PAT counts 25% of the total promotion/certification mark for the subject. It
is implemented across the school year and should be undertaken as one extended task, which is broken down into
different phases.

In Grade 12, the criteria for the Practical Assessment Task are externally set, internally administered and marked and
externally moderated.

The topic of the PAT will be provided to schools each year by the end of the previous year.

Paper 1: One 3-hour practical paper of 180 marks (25% of the total marks for the subject)

This will be a practically oriented paper covering questions on Solution Development.

To successfully complete this paper, each learner must have access to his or her own computer in the exam room.
Provision needs to be made for sufficient computers to enable the examination to be completed in two sittings.

This paper assesses the practical skills pertaining to Solution Development, that is the application packages
studied, namely word processing, spreadsheets and databases as well as creating a simple web page using HTML.
Presentations will only be assessed in the Practical Assessment Task and NOT in the examinations. These skills will
be assessed in an integrated manner based on real-life scenarios. Problem solving and aspects of file management
will form part of the assessment of the application questions in this paper.

The paper will comprise of questions based on a scenario and will cover the following content areas in an integrated
manner:

• Word processing (± 50 marks)

• Spreadsheets (± 50 marks)

• Databases (± 40 marks)

CAPS 51
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
• Web development (± 20 marks)

• General (integration and application of techniques, knowledge and procedural skills to new situations) (± 20
marks)

An information sheet with HTML tags will be provided for use with the question on web development.

The learner will not be required to enter large amounts of data. The required data could be retrieved from the data
disk or imported from documents such as a text file, word processing document, a database table or a spreadsheet.

Paper 2: One 3-hour written paper of 150 marks (25% of the total marks for the subject)

The paper will cover all theory aspects of all topics, including elements of Solution Development (viz. application
packages and file management). A section will also assess the understanding of the technologies studied to make
informed decisions in a real - life end - user scenario, ranging from choices of technology to its responsible use.

The table below gives a breakdown of the structure of the question paper:

Section Description
• Short questions (± 25 marks)
A range of short questions covering all topics that could include:
A - Multiple choice,
- Modified true and false, and
- Matching columns.
• Question 3: Systems Technologies (± 25 marks)
Questions related to the content, concepts and skills in the systems technologies topic area.
• Question 4: Internet and Network Technologies (± 15 marks)
Questions related to the content, concepts and skills in the Internet and WWW, e-communication and network
technology topic areas.
• Question 5: Information Management (± 10 marks)
B Questions related to the management of information.
• Question 6: Social Implications (± 10 marks)
Questions are focused on the content, concepts and skills in the social implications focus area, namely impact of
ICTs on society and health, social, legal, ethical, security and environmental issues.
• Question 7: Solution development (± 15 marks)
Questions focused on the solution development topic area, namely the knowledge and understanding that
supports the practical application of skills.
• Question 8: Integrated Scenario (± 50 marks)
This section is based on a single scenario and will be aligned to all the topics.
C
This section will also assess the understanding of these technologies to make informed decisions in a real-life
end-user scenario, ranging from choices of technology to its responsible use.

Content to be covered

Assessment addresses the content as set out in this document. Due to the conceptual progression of the content
across the grades, content and skills from Grade 10-12 will be assessed in the external papers at the end of Grade
12.

A list of emerging technologies to be covered for examination purposes will be provided each year to schools by the
end of the previous year.

52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
4.5 Recording and reporting

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the curriculum and
assessment policy statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her/his readiness to progress or promoted to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitations, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades
report in percentages against the subject.

Seven levels of competence have been described for each subject listed for Grades R-12. The various achievement
levels and their corresponding percentage bands are as shown in the table below:

Codes and percentages for recording and reporting

Rating Code Description of Competence Percentage

7 Outstanding achievement 80 - 100
6 Meritorious achievement 70 - 79
5 Substantial achievement 60 - 69
4 Adequate achievement 50 - 59
3 Moderate achievement 40 - 49
2 Elementary achievement 30 - 39
1 Not achieved 0 - 29

Teachers will record actual marks against the task by using a record sheet; and report percentages against the
subject on the learners’ report cards.

4.6 Moderation of assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Comprehensive
and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

4.6.1 Formal assessment (SBA)

• Grade 10 and 11 tests and examinations are internally moderated. The subject advisor must moderate a sample
of these tasks during his/her school visits to verify the standard of tasks and the internal moderation

• Grade 12 tests and examinations must be moderated at provincial level. This process will be managed by the
provincial education department.

• Subject advisors must moderate samples of tests and examination papers before they are written by learners to
verify standards and guide teachers on the setting of these tasks.

CAPS 53
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
4.6.2 Practical Assessment Task (PAT)

• Grade 10 and 11: Teachers assess the practical assessment tasks in grade 10 and 11. The subject advisor must
moderate a sample of PATs during his/her school visits to verify the standard of tasks and the internal moderation

• Grade 12: Teachers assess the practical assessment tasks according to the externally set assessment tool.
The subject advisor must moderate a sample of each phase of the PATs during his/her school visits to verify the
interpretation of the assessment tool and the standard of marking. Completed PATs must also be moderated at
provincial level. This process will be managed by the provincial education department.

4.7 Annexures

Annexure A - Glossary of acronyms and abbreviations.

4.8 General

This document should be read in conjunction with:

4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

4.8.2 The policy document, National Protocol for Assessment Grades R-12.

54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12
Annexure A

Glossary of Acronyms and Abbreviations

3G Third generation of cellular wireless

ADSL Asymmetric Digital Subscriber Line
ATM Automated Teller Machine
CD Compact Disk
BIOS Basic Input Output System
CPU Central Processing Unit
DLP Digital Light Processor
DVD Digital Versatile Disk
EFT Electronic Funds Transfer
FOSS Free Open Source Software
FTP File Transfer Protocol
GIGO Garbage-In Garbage-Out
GPS Global Positioning System
GUI Graphical User Interface
HAN Home Area Network
HCI Human Computer Interface
HTML Hypertext Markup Language
HTTP Hypertext Transfer Protocol
HTTPS Hypertext Transfer Protocol Secure
I/O Input-Output
ICT Information and Communication Technology
IP Internet Protocol
ISP Internet Service Provider
LAN Local Area Network
LCD Liquid Crystal Display
MICR Magnetic Ink Character Recognition
MMS Multimedia Message Service
NIC Network Interface Card
OCR Optical Character Recognition
OMR Optical Mark Recognition
OS Operating System
PAN Personal Area Network
PAT Practical Assessment Task
PC Personal Computer
PDA Personal Digital Assistant
PnP Plug-and-Play

CAPS 55
COMPUTER APPLICATIONS TECHNOLOGY GRADES 10-12

PoA Programme of Assessment

POS Point of Sales
RAM Random Access Memory
RFID Radio-Frequency Identification
ROM Read Only Memory
RSI Repetitive Strain Injury
RSS Really Simple Syndication
SMS Short Message System
SOHO Small Office Home Office
URL Uniform Resource Locater
USB Universal Serial Bus
VoIP Voice over Internet Protocol
VPN Virtual Private Network
WAN Wide Area Network
Wi-Fi Wireless Fidelity
WiMAX Worldwide Interoperability for Microwave Access
WWW World Wide Web
WYSIWIG What You See Is What You Get

56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)