Information and Communication Technology

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Technology Education Key Learning Area

Information and

Communication Technology

Curriculum and Assessment Guide (Secondary 4 – 6)

Jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority

Published for use in schools by the Education Bureau HKSARG

2021

Effective from Secondary 4 in the 2022/23 school year

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Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau (EDB)) stated in its report¹ in 2005 that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students’ varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000, including the Basic Education Curriculum Guide (Primary 1 - 6) (CDC, 2017) and the Secondary Education Curriculum Guide (CDC, 2017). To gain a full understanding of the connection between education at the senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide is designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide was jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) in 2007. The first updating was made in January 2014 to align with the short-term recommendations made on the senior secondary curriculum and assessment resulting from the New Academic Structure (NAS) review so that students and teachers could benefit at the earliest possible instance.

This updating is made to align with the medium-term recommendations of the NAS review made on curriculum and assessment. The second updating was made in December 2019 in response to the trends of technology curriculum. The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields/bodies, representatives from the HKEAA and the Vocational Training Council (VTC), as well as officers from the EDB. The HKEAA is an independent statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

1 The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong.

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The C&A Guide is recommended by the EDB for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE Examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Technology Education) Curriculum Development Institute

Education Bureau

Room W101, 1/F, West Block

Education Bureau Kowloon Tong Education Services Centre 19 Suffolk Road

Kowloon Tong, Hong Kong Fax: 2768 8664

E-mail: teched@edb.gov.hk

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Acronym

C&A Curriculum and Assessment CDC Curriculum Development Council

EDB Education Bureau

EMB Education and Manpower Bureau

HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority HKSAR Hong Kong Special Administrative Region

ICT Information and Communication Technology

IT Information Technology

KLA Key Learning Area

S1/2/3/4/5/6 Secondary 1/2/3/4/5/6 SBA

SECG

School-based Assessment

Secondary Education Curriculum Guide

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Chapter 1 Introduction

This chapter provides the background, rationale and aims of Information and Communication Technology (ICT) as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

Technology Education (TE) in the Hong Kong school curriculum focuses on how human beings solve their daily problems and how the processes involved can be replicated and transferred to solve new problems. It is an essential area of study for all students in Hong Kong.

In the 21st century, technology has become an integral part of our life. Citizens of today require much more than a basic ability to read, write, and do simple mathematics. To live in the modern world, we must understand how technology affects us. In this regard, we must be equipped to use technology effectively and flexibly to solve daily problems with positive attitude at home, in the community, and around the world; and to create new solutions, products, and services for the well-being of humankind.

By studying the related subjects developed in TE Key Learning Area (KLA), our students will be better prepared to meet the uncertainties and challenges of the future with regard to social, economic, ecological, scientific and technological changes, both locally and globally.

Their studies in this area will help them to lead a healthy lifestyle in adulthood and to contribute to building a caring and harmonious society.

Building on the strengths of the existing TE curriculum and catering for social, economic and technological development, ICT is one of the five elective subjects developed under TE KLA in the senior secondary curriculum.

In order to promote the educational aims of lifelong learning and whole-person development, the Curriculum Development Council has published the final report on its Holistic Review of the School Curriculum Learning to Learn – The Way Forward in Curriculum Development in 2001 as well as the Senior Education Curriculum Guide and Technology Education Key Learning Area Curriculum Guide (Primary 1–Secondary 6) in 2017, which outlined the overall direction for both education and curriculum development in Hong Kong. The key recommendations made in the above documents have been incorporated in the Senior Secondary Information and Communication Technology Curriculum and Assessment Guide (CDC, 2007) (with updates in January 2021).

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1.2 Rationale

ICT is the technology required for information processing, i.e. for the creation, manipulation, storage, retrieval and communication of information. They are of immense value in a world in which there is an “information explosion”, and where knowledge is complex, ever-changing and cross-disciplinary in nature.

Many of the skills of ICT are important aspects of Information Literacy, which relates to the ability to select, organise, analyse and use information effectively. Quick and effective access to information is regarded as essential for everyone in contemporary society; and the ability to construct knowledge from the information gathered has become crucial in Hong Kong’s knowledge-based society. Citizens in the 21st century need to understand and be able to use ICT in order to function efficiently in modern society. To maintain the competitiveness of Hong Kong in the world economy, we need to develop interest and nurture talent in our students in this area.

The importance of ICT does not lie in the technology as such, but in its enabling function for access to knowledge and for communication with others. Rapid advances in ICT have continued to drive economic change, restructure businesses, affect education and employment, and contribute significantly to growth and wealth creation.

The senior secondary ICT curriculum should prove especially relevant to students since it will equip them with the knowledge, skills and attitudes necessary to address rapid change.

It should also be a means to develop students’ intellectual capacity and lifelong learning skills.

The senior secondary ICT curriculum provides students with knowledge, practical skills and an understanding of the processes involved in problem-solving using technology. It encompasses problem identification, solution and design, and the applications of ICT knowledge and skills in these processes.

The senior secondary ICT curriculum relates to many aspects of modern life and to diverse fields of study within and beyond senior secondary education. Students will be exposed to a variety of intellectual challenges involving problem-solving, communication and a range of associated practical skills and concepts. Studying this course will contribute significantly to the education of students by providing pathways into the workforce or preparing them for further studies in ICT-related fields. The course also provides opportunities for the development of key generic skills such as critical thinking, communication, creativity and problem-solving, in contexts that derive naturally from the learning objectives, outcomes and experiences.

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1.3 Curriculum Aims

The senior secondary ICT curriculum aims to

 provide students with a body of essential knowledge, concepts and applications of information, communication and computer systems;

 equip students with problem-solving and communication skills, and encourage them to think critically and creatively;

 develop students into competent, effective, discriminating, ethical and confident users of ICT, so as to support their lifelong learning; and

 provide students with opportunities to appreciate the impact of ICT on our knowledge-based society, so as to nurture in them positive values and attitudes towards this area.

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

The linkage of the curriculum with students’ various ICT learning experiences at school levels and beyond is depicted in the diagram below:

Primary Level Junior Secondary Level

Senior Secondary Level

Post-secondary School Level

Further studies of ICT in tertiary

education

Computational thinking and programming skills, and the experiences of using IT as a tool to facilitate learning

ICT knowledge context under TEKLA curriculum, and to strengthen the

development of students’

computational thinking and the related programming knowledge and skills

Senior secondary ICT curriculum

Proficient use of ICT as a tool to support disciplinary

learning

Further studies of ICT to obtain

industrial recognition Effective use of ICT

in the workforce

Information and Communication Technology (ICT) Knowledge Context under TEKLA curriculum at Key Stage 3

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1.5 Cross-Curricular Links

One of the learning goals in the senior secondary curriculum is to ensure that students can apply IT skills to learning across all KLAs. In planning the senior secondary ICT curriculum, schools should ensure that they will provide students with rich learning experiences to enable them to learn to use ICT effectively, develop generic skills, and connect this curriculum with learning elements in other KLAs. The following examples illustrate some activities that may enhance students’ learning in ICT and other KLAs:

Key Learning Area Examples of Activities

Mathematics Education ^ Use GeoGebra to learn geometric theories of circles.

Personal, Social and Humanities Education

 Use Geographic Information System to learn advanced map reading skills.

Science Education

 Use data-loggers to carry out data-logging experiments on Neutralization of Acids and Alkalis, then use computers to analyse the experimental results.

Arts Education

 Produce music materials with consideration to intellectual property right of songs and music on the net.

Physical Education

 Propose appropriate physical exercises when using computers to reduce injuries arising from Repetitive Strain Injuries (RSI).

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Chapter 2 Curriculum Framework

The curriculum framework for ICT embodies the key knowledge, skills, values and attitudes that students are to develop at senior secondary level. It forms the basis on which schools and teachers plan their school-based curriculum, and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of the senior secondary ICT curriculum is founded on the following principles, which are in line with those recommended in the Technology Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) (CDC, 2017). The design:

 Builds on prior knowledge, experiences, skills and positive values and attitudes that students have acquired through the ICT knowledge context under TEKLA curriculum and/or school-based curricula related to computer and IT in basic education;

 Achieves a balance between breath and depth in ICT learning to facilitate students’

further studies and career development;

 Emphasises the significance of both theoretical and applied learning through the use of common applications of ICT in daily life;

 Achieves a balance between essential learning and a diversified curriculum by introducing Compulsory and Elective Parts to cater for students’ varied needs, interests and abilities;

 Promotes independent learning through developing students’ skills in learning how to learn;

 Ensures a close alignment between curriculum, pedagogy and assessment;

 Provides suggestions for progression across the three years of the course;

 Provides articulation to a range of pathways leading to further studies and to work in different ICT-related fields;

 Fosters coherence between ICT and other KLAs through sample activities that encourage cross-curricular collaboration; and

 Takes into account the feasibility of curriculum implementation in the local education context.

2.2 Learning Objectives and Outcomes

During the three-year senior secondary ICT curriculum, students work towards the following learning targets in the categories of “Knowledge and Understanding”, “Skills” and “Values and Attitudes”.

Knowledge and Understanding

 Develop knowledge and understanding of the range and organisation of computer systems, and the interrelationships between hardware, software and data; and

 Realise the social, ethical and legal issues pertaining to the use of ICT.

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Skills

 Use a range of applications software effectively, ethically and with discrimination to support information processing and problem-solving; and

 Demonstrate an understanding of methods for analysing problems, and planning and implementing solutions using ICT.

Values and Attitudes

 Appreciate how information literacy and the sharing of knowledge using ICT influence decision-making and shape our society; and

 Develop responsible and positive attitudes towards the use of ICT.

2.3 Curriculum Structure and Organisation

The senior secondary ICT curriculum is based on the S4–5 Computer and Information Technology curriculum introduced in 2003, and the revision of the two sixth form computer curricula – Advanced-level Computer Studies and Advanced Supplementary-level Computer Applications – in 2005. It is a three-year course targeted at students with IT skills at Level 3 stated in Information Technology Learning Targets, or S3 Computer Literacy level (Education Department, 2000).

The curriculum is organised into a Compulsory Part and an Elective Part, as shown in the diagram on page 7.

The Compulsory Part of the curriculum occupies 144 hours and spans approximately one and a half school years. It comprises a number of topics involving the fundamental principles in information and communication technologies and provides students with a solid foundation and broad area of study in ICT. The Compulsory Part consists of five modules, namely Information Processing, Computer System Fundamentals, Internet and Its Applications, Computational Thinking and Programming and Social Implications. The details of the topics and learning outcomes of the Compulsory Part are shown on pages 11–35.

The Elective Part takes up about 76 hours of curriculum time and spans about one school year.

Three options, drawn from distinctive fields of computing and information science and their applications, are offered in the Elective Part. Based on their abilities, interests and needs, students are required to choose two specialised areas for in-depth study. The options in the Elective Part can be broadly categorised as those illustrating applications of computers in specific areas, and those intended for students who will pursue further studies in ICT as a discipline in tertiary education, but the two are not mutually exclusive. The options are Databases, Web Application Development and Algorithm and Programming. Details of the options are covered on pages 37–51.

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Curriculum Framework of senior secondary ICT

The Compulsory Part

(144 hours)

A. Information Processing (37 hours) B. Computer System Fundamentals (20 hours) C. Internet and its Applications (31 hours) D. Computational Thinking and

Programming (48 hours)

E. Social Implications (8 hours)

The Elective Part

(76 hours) (Choose any two)

A.

Databases

B.

Web Application Development C.

Algorithm and Programming

School-based Assessment

(30 hours)

+ +

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The recommended number of hours for each module and option are noted below:

Module / Option No. of hours allocated

The Compulsory Part 144

A. Information Processing 37

a. Introduction to Information Processing 3

b. Data Organisation and Data Control 4

c. Data Representation 10

d. Data Manipulation and Analysis 20

B. Computer System Fundamentals 20

a. Basic Machine Organisation 14

b. System Software 6

C. Internet and its Applications 31

a. Networking and Internet Basics 9

b. Internet Services and Applications 5

c. Elementary Web Authoring 3

d. Threats and Security on the Internet 14

D. Computational Thinking and Programming 48

a. Problem-Formulation and Analysis 5

b. Algorithm Design 12

c. Program Development

d. Program Testing and Debugging

20

11

E. Social Implications 8

a. Technological Innovations 3

b. Health and Ethical Issues 3

c. Intellectual Property 2

The Elective Part (Choose any two only) 76

A. Databases 38

a. Relational Databases Concepts 6

b. SQL 18

c. Database Design Methodology 14

B. Web Application Development 38

a. Network Services and Implementation 14

b. Web Programming and Applications 24

C. Algorithm and Programming 38

a. Programming 32

b. Applications of Programming in Real Life 6

School-based Assessment 30

Total Curriculum Time 250 hours¹

1 The lesson time for each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to suit students' specific needs and the school context.

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Details of the curriculum are set out on pages 11–51. The order of the modules and options, however, is not fixed. The organisation of individual modules or options represents just one possible way of organising the curriculum content. Teachers may structure and design teaching schemes in their own way according to their school situation and student needs, interests and abilities.

The ICT curriculum presents the overall aims, major targets and content of the curriculum.

For each module or option, the following information is also provided:

 The Introduction provides an overview of how the module or option is approached in the curriculum;

 Learning Objectives specify what students will learn in the module or option and to what extent/level they will be learnt;

 Topics are included within each module or option. They are numbered and sub-topics are included where necessary. A suggested time allocation for each topic is also given;

 Learning Outcomes embody the essential content of each learning topic in detail; and

 Remarks are written in small print, where appropriate, to serve three purposes. They - provide further information such as the depth and breadth of the learning elements;

- alert teachers to the opportunities for fostering the most dominant generic skills associated with a particular topic/sub-topic; and

- serve as teaching notes.

Each module or option is written with learning outcomes that use action verbs to indicate the thinking or practical skills that students should exhibit during the course of study:

Examples of action verbs Students need to demonstrate Be aware of, know, define, write, list,

relate, recognise, state

The recall and understanding of specific terms or facts and simple concepts.

Discuss, describe, explain, identify, demonstrate, apply, convert

The application of declarative knowledge and practical skills in particular contexts.

Distinguish, analyse, compare, evaluate, organise, prepare, test

The analysis of materials or systems into their constituent parts and the

recognition of relationships between parts.

Develop, plan, design, construct, process, integrate, implement

The synthesis of concepts and skills from different areas into a plan for solving a problem or reaching a conclusion, and the transfer of learnt concepts and skills to new scenarios / situations.

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2.3.1 The Compulsory Part

The Compulsory Part comprises five modules:

A. Information Processing

Introduction

This module provides students with a fundamental understanding of what information systems and information processing entail, and how data are represented inside a computer.

Students will learn that different software is used to process different types of data. They will be given practical tasks to process and present information. Built on the basic knowledge, understanding and skills of spreadsheet and database acquired by students in junior secondary. This will enhance students’ personal productivity in their work or study, and enable them to apply their learning effectively to problem-solving and data analysis.

Learning Objectives Students will learn about:

 information systems and processes in real-life contexts;

 the difference between information and data;

 how data are organised and represented inside a computer;

 manipulate and analyse data; and

 how advances in ICT foster the development of the Information Age and its impact on society.

The time allocation for the module is about 37 hours.

Details

This module comprises four topics: “Introduction to Information Processing”, “Organisation and Data Control”, “Data Representation” and “Data Manipulation and Analysis”. Details of the four topics are summarised below:

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Topic Learning Outcomes Remarks a. Introduction to Information Processing

(3 hours)

 Identify and examine the components of an information system.

The components include the purposes, data, processes, technologies and personnel.

 Distinguish between various information processes.

Information processes include data collection, organisation, analysis, storage, processing, transmission and presentation. Examples from daily life, both computer and

non-computer-based processes, should be used to consolidate and enhance students’

understanding of the activities involved.

 Realise the difference between data and information, and identify different types of data as text, number, image, audio and video.

 Define Information Age and discuss the importance of information literacy in a knowledge-based society.

How the development of technologies leads to the emergence of the Information Age, and how information can be flexibly and analytically converted into knowledge in modern society should be discussed.

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Topic Learning Outcomes Remarks b. Data Organisation and Data Control

(4 hours)

 Identify data, records, fields, files and databases in the hierarchical organisation of data.

 Explain how records can be organised, stored and retrieved. State the

advantages, disadvantages and applications of the two types of file access: direct access and sequential access.

 Discuss the needs of data control.

 Describe how errors can be detected by using validation and parity checking, and prevented by verification and validation.

c. Data Representation (10 hours)  Distinguish between analog and digital data. State applications or situations where conversion of analog to digital data is required, or vice versa.

 Explain why IT uses digital data The relationship between the number of bits and number of patterns/combinations

available should be mentioned (e.g. three bits can be used to represent eight colours).

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Topic Learning Outcomes Remarks

 Convert integers from denary numbers to binary numbers or hexadecimal

numbers, or vice versa.

Adopt two’s complement for the representation of negative integers.

 Perform simple calculations (addition and subtraction only) on binary numbers and analyse overflow errors.

In understanding errors, minimum and maximum numbers an n-bit can hold

(maximum 2 bytes) should be considered.

 Know how characters are represented by using common international standards such as American Standard Code for Information Interchange (ASCII), the Big-5 code, the Guobiao (GB) code and the Unicode.

The relationship between the size of the character set and the representation should be explained. Recall of specific codes is not required.

 Know briefly how different multimedia elements are digitised. Convert them into different file formats and compare them for storing the same data.

Common file formats such as bmp, png, jpg, wav, mp3, avi, mpeg4, txt, docx, odt and pdf.

d. Data Manipulation and Analysis (20 hours)

 Describe and use basic features of spreadsheets to solve problems.

The use of cell references in formulas, and functions, together with mathematical, logical and relational operators should form part of the content.

 Demonstrate data manipulation techniques in spreadsheets.

This includes filtering, searching and sorting data using single or multiple criteria. The manipulation of data dynamically in multiple worksheets should also be introduced.

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 Apply spreadsheets as a data analysis tool by using a pivot table (and a pivot chart), and “what-if” scenarios.

Through task-based activities, apart from the basic features and functions (sum, sub-total and average) of a pivot table, students should be led to observe and analyse the

interdependency of data by varying the fields in a pivot table.

Together with charting, simulating real-life situations and “what-if” scenarios, students should learn to identify trends, to make informed judgments, and to produce

meaningful predictions which are required as critical thinkers throughout their careers.

 Apply the concepts of data organisation to create and maintain a simple database using a Database Management Systems (DBMS) tool.

 Create and use a form for data entry.

 Practise data extraction and

manipulation by querying a database and create reports.

This includes the selection, filtering and sorting of data using query in a single database table. Students should be able to trace and interpret simple Structured Query Language (SQL) statements. Though sophisticated reports are not required, they should create and format reports for intended users / audience.

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B. Computer System Fundamentals

Introduction

This module provides students with a basic understanding of how the different components of a computer system work together to perform computational tasks. This includes the learning of the functional units of a computer, the system software, and the different modes of operation for different applications.

 the functions and properties of the major components of a computer system and how these components interact together to perform tasks;

 the functions and properties of major peripheral devices, and their uses in specific situations;

 the use of different utility programs in managing systems and files;

 the capabilities of different operating systems, and the basic concepts of a computer network and its applications; and

 different modes of operation.

Details

This module comprises two topics: “Basic Machine Organisation” and “System Software”.

Details of the two topics are summarised below:

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Topic Learning Outcomes Remarks a. Basic Machine Organisation (14 hours)  Explain the functions of hardware within a

computer system, namely input and output devices, processing units, bus system and storage devices.

Processing units include central processing unit (CPU) and graphics processing unit (GPU).

 Explain the structure and functions of a CPU and its components.

Students should know how CPU is measured in terms of frequency. Units such as

microsecond, nanosecond and picosecond should also be introduced.

 Outline the steps in the

fetch-decode-execute cycle using a single processor, and describe the roles of and the interdependence among components, registers and buses in the machine cycle.

 Describe the functions and characteristics of Random Access Memory (RAM), Read Only Memory (ROM) and memory cache.

Realise the relationship among the size of the memory, the memory address, word length and the performance of the computer.

Students’ understanding of main memory should be extended to the current technologies in RAM and ROM in terms of capacity and data access rate.

The meanings of units such as terabytes, gigabytes, megabytes and kilobytes should be introduced. Also, the distinction between prefixes used in computer and the Système International (SI) notation should also be made (e.g. 1KB = 1024 Bytes, not 1000 Bytes).

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 Describe the features, advantages,

disadvantages and applications of the input and output devices. Select and justify the use of appropriate devices for collecting and displaying information in a given context.

Students should know the various hardware devices used for collecting and displaying different types of data such as image, audio, video and text. The technical details on how each device operates are not required.

 Describe the functional characteristics of storage devices in terms of random or sequential access, volatile or non-volatile, data transfer rate and storage capacity.

Examples of storage devices are magnetic disk, optical disk, flash memory, magnetic tape and network storage. In understanding the characteristics of storage devices, students should be made aware of the trend to faster and greater storage capacity but smaller physical size over time.

 Outline the latest developments in computer systems including processor capabilities, primary memory technologies, secondary storage devices and data communications.

Technical details are not required.

b. System Software (6 hours)  Know the functions of system software and applications software, and the relationship between hardware, system software, applications software and users.

 Outline the basic functions of an operating system and describe some common

operating systems, and their differences and applications.

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 State the functions and needs of utility programs and driver programs.

Examples of the utilities are data compressors, virus checkers, file managers,

defragmentation software and system monitoring software. Technical details of these programs are not required but

demonstration or practice on their use should be given.

 Distinguish the characteristics and applications of various modes of operation.

Modes of operation to be considered are batch processing, real-time processing, parallel processing, distributed processing, and virtualisation.

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C. Internet and its Applications

Introduction

This module is designed to acquaint students with Internet fundamentals. It encompasses the concepts of Internet access, services and applications of the Internet, and elementary web page design. Students will also be given the opportunity to critically analyse the reliability of the information retrieved from the Web and appreciate the impact of the Internet on various activities in society.

 how to connect to the Internet, and the hardware, software and Internet Service Provider (ISP) involved in accessing the Internet;

 the personal, social and commercial activities that are available on the Internet;

 how to participate in various Internet activities such as searching for information, sharing opinions, and exchanging messages and files;

 the technologies involved in transmitting and displaying multimedia elements on the Internet;

 the design and construction of simple web pages for an intended audience;

 the potential threats on the Internet and measures to reduce them; and

 the need to use ICT safely, sensibly, legally and ethically.

Details

This module comprises four topics: “The Networking and Internet Basics”, “Internet Services and Applications”, “Elementary Web Authoring” and “Threats and Security on the Internet”.

Details of the four topics are summarised below:

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Topic Learning Outcomes Remarks a. Networking and Internet Basics

(9 hours)

 Define and compare Local Area Network (LAN) and Wide Area Network (WAN).

 Know the formats and functions of IPv4 and IPv6.

Technical details are not required.

 Discuss the common services available in a networked environment.

Services include internal communications, conferencing and resources sharing.

 Explain the functions of the hardware required for a network.

This includes communication links (fibre optics, microwave, Unshielded Twisted Pair (UTP) cable, satellite, etc.), modem,

network interface card, network connecting devices (switch and router, etc.).

The common industry standards for wireless computer networks should be introduced to students. Relevant concepts including frequency, bandwidth, interference and roaming, etc. are required.

 Compare common methods for Internet access in terms of speed, cost, security and availability.

This includes connections in wireless and broadband etc.

 Understand the need for communications software and communication protocols.

This includes simple concepts of TCP/IP.

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 Describe how data is transmitted over the Internet and understand concepts of Uniform Resource Locator (URL), Domain Name System (DNS), Hypertext Transfer Protocol (HTTP) and Hypertext Transfer Protocol Secure (HTTPS).

b. Internet Services and Applications (5 hours)

 Formulate an effective strategy for searching for specific information on the Web by using search-engines, and critically analyse the sources of information.

 Identify various graphics, audio, video file formats suitable for web pages.

Use plug-ins and players for the multimedia elements found on the Internet.

 Apply various services such as file transfer, remote logon, online chat, discussion forum and email on the Internet.

 Describe the concepts of streaming technology and its applications in voice mail, videoconferencing, and

webcasting etc. on the Internet.

Technical details of streaming technology are not required.

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 Value the significance of the development and expansion of the Internet for various activities in society.

Appreciation of the use of Internet

applications for the improvement of human life should be fostered among students. For instance, smart city can be achieved with Internet of things (IoT) and cloud services.

c. Elementary Web Authoring (3 hours)  Recognise the basic constructs of Hypertext Markup Language (HTML) which is a means to address

cross-platform issues.

 Discuss the organisation of web pages for an intended audience and upload them onto the World Wide Web.

The organisation of information in the web pages includes ease of navigation,

appropriate placement of links, tables, frames and multimedia elements, colour combinations, background design, font size and style, for an intended audience.

Students are not required to memorise HTML codes.

d. Threats and Security on the Internet (14 hours)

 Describe the potential risks caused by the common network security threats.

The threats include virus, worm and Trojan programs, spyware, ransomware,

unauthorised access, interception, intrusion via dynamic web pages and Denial of Service (DoS) attack, etc.

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 Propose effective measures to improve network security.

The measures include browser setting, anti-virus software, authentication, access and user right control, firewall, wireless security protocol such as WPA, and Virtual Private Network (VPN), etc.

 Discuss the possible privacy threats on the Internet, and suggest ways to maintain privacy.

Supported by crimes reported in the news, violation of the secrecy of data as a result of eavesdropping, hacking, phishing,

spamming and junk mails etc. should all be considered and discussed with students.

The ways to maintain privacy, such as anonymity and passwords, should be stressed.

Teachers can quote some of the legal

consequences related to unauthorised access to computers.

 Be aware of information encryption technologies so as to prevent eavesdropping and interception.

This includes the basic concepts of data encryption, public and private key

encryption systems (e.g. Hong Kong Public Key Infrastructure (PKI)), and the

relationship between the size of the key used and the degree of security.

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 Explain authentication and authorisation as a means to control access of

information on the Internet.

Basic concepts include the authentication methods for individuals, types of tokens used in authentication processes, and the procedures of authenticating a digitally signed document by obtaining a digital certificate of the signed body.

 Know about security used in electronic transactions.

The concepts of Secure Sockets Layer (SSL) in secured transmission in e-commerce should be introduced.

Other security measures in online transaction such as smart cards, security tokens, digital certificates and mobile Short Message Service (SMS) should also be introduced.

 Be aware of the latest developments in security measures.

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D. Computational Thinking and Programming

Introduction

Computational Thinking (CT) is an approach to solving problems in a way that can be implemented with a computer. Students become tool builders instead of tool users through a set of concepts such as abstraction, algorithm and automation. This module is designed to teach students how to go through a systematic process of thinking when solving problem (abstraction), formulating steps for solutions (algorithmic thinking) and writing computer program (programming/coding) to produce the solution.

 the systematic approach to problem-solving;

 the application of concepts of systematic problem-solving to real-life problems;

 the use of pseudocode and/or a program flowchart to represent the algorithm;

 creative design and development of computer programs;

 how to identify the objectives of an algorithm, trace the logical flow and examine values of variables during execution; and

 various ways of solving the same problem, and the differences between them.

Details

This module comprises four topics: “Problem-Formulation and Analysis”, “Algorithm Design”, “Program Development” and “Program Testing and Debugging”. Details of the four topics are summarised below:

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Topic Learning Outcomes Remarks a. Problem-Formulation and Analysis

(5 hours)

 Define a problem and its scope.

 Analyse a problem by identifying required inputs and outputs as well as stating the processes required.

Examples:

 Calculate interest on mortgages and list the instalments

 Find the Body Mass Index (BMI) to monitor healthy weight

 Program a robot to detect and trace lines

 Solve a problem by decomposing them into smaller and manageable

sub-problem.

The sub-problems, for instance, may

represent the input, process and output of the solution to the problem.

 Identify common elements across similar problems.

Example:

 Identify the patterns of methods for sorting the height of a group of students in ascending order and then modify the methods to sort the weight of a group of students in descending order.

 Identify the patterns of methods for programming a robot to move in a square and then modify the programs to let the robot move in other polygons.

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Topic Learning Outcomes Remarks b. Algorithm Design (12 hours)  Perform a dry run of a set of steps to

determine its purpose and/or output.

 Define algorithm. Use pseudocode and program flowchart as methods for representing algorithms.

 Outline and discuss the input and output requirements of a problem, and design an appropriate user interface.

 Recognise the uses and nature of simple data types and data structures in solving a problem.

Simple data types are restricted to integer, real, character and Boolean while simple data structures are limited to string and one-dimensional array. Boolean logic (AND, OR, NOT) and truth tables should be introduced.

 Select appropriate data types for the solution to a particular problem and discuss the merit of the chosen types.

 Design and construct standard algorithms involving basic control structures.

The control structures are sequence, selection (binary and multi-way) and iteration.

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 Create and examine algorithms such as to load and print an array, and to add or delete an item from an array.

 Produce a trace table to show values of variables at each stage in a set of steps.

 Locate logic error in an algorithm and correct it.

 Modify an algorithm for changes in task specification.

 Describe the advantages of modularity in designing computer solutions.

When designing a solution to a complex problem, students should be encouraged habitually to use the modular approach to structure the algorithm.

c. Program Development (20 hours)  Understand and use variables, constants, and simple lists (one-dimensional array) in different problem contexts.

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 Use operators, expressions, assignment statements, input and output statements.

Examples of arithmetic operators include addition, subtraction, multiplication, division, and modulus.

Examples of relational operators include equal to, not equal to, greater than, greater than or equal to, less than and less than or equal to.

Examples of Boolean expression include AND, OR and NOT.

 Understand and use sequence, selection and iteration (nested loop is not

required) constructs to create a program

 Produce a programming solution for a given problem.

Examples:

 Find the minimum, maximum and average values in a list

 Search for an item in a list and report the result of the search

 Find the length of a string of characters

 Extract required characters from a string of characters

 Count the number of items, which meet specified criteria in a list

 Check if the values in a list are in order

 Use of mathematical formulas

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Topic Learning Outcomes Remarks d. Program Testing and Debugging

(11 hours)

 Apply data validation check to design appropriate test data.

Students need to identify boundary cases.

 Understand and describe types of program errors: syntax, logic and run-time; explain why they occur and debug them.

 Compare different solutions to the same problem.

Comparison of the steps of operation and resource usage of different programs to solve the same problem should be encouraged.

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E. Social Implications

Introduction

This module provides students with an understanding, and ethical analysis, of various issues arising from the use of ICT. These issues have economic, legal, social, ethical and security consequences. Students should be given experience in discussing and debating these issues to develop the analytical and interpretive skills required to construct their own normative practices in the use of ICT. This module encourages students to act in a socially responsible, ethical and legal way in using the technologies throughout their studies, careers and other areas of their lives.

Although these issues are introduced specifically in this module, they should also be re-considered and re-addressed in various other parts of the course as a means to strengthen students’ awareness of them.

 basic concepts of technological innovations;

 equity issues relating to access to ICT;

 ethical considerations on the use of ICT;

 health hazards and preventive measures in using ICT; and

 major issues regarding intellectual property and privacy.

Details

This module comprises three topics: “Technological Innovations”, “Health and Ethical Issues” and “Intellectual Property”. Details of the three topics are summarised below:

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Topic Learning Outcomes Remarks a. Technological Innovations (3 hours)  Understand the basic concepts of

technological innovations and its applications.

Examples include pattern recognition through artificial intelligence (AI) and data science, 3D printing technologies,

augmented reality (AR) and virtual reality (VR).

Students should have practical experience with these technologies.

b. Health and Ethical Issues (3 hours)  Identify health hazards associated with the use of ICT, and propose good ergonomic practices when using them.

In ergonomics, consideration includes the reduction of injuries which arise from repetitive strain injury (RSI), the suitable design and placement of the furniture, the design of the software (with

user-friendliness features such as ease of use and a consistent user interface) and work environment.

 Realise the importance of equity of access. Students should state the pros and cons of freedom of information on the Internet. They should also know equity issues in terms of the digital divide, gender equity and access for the disabled from local and global perspectives.

 Discuss the ethical considerations on the use of ICT.

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Topic Learning Outcomes Remarks c. Intellectual Property (2 hours)  Understand the basic ideas of intellectual

property and copyright.

 Understand the benefits and risks of different licensing schemes such as freeware, shareware, open source software and copyrighted software from the perspectives of users and software developers.

 Relate acts of possible infringement of copyright in software and Internet piracy.

Students should discuss the social, legal and economic implications of acts of

infringement of copyright. They should also develop the habit of acknowledging the source of information and be aware of the appropriate use of multimedia materials, and the possible crimes and consequences of illegal uses and broadcasting of these materials.

 Be aware of ways to reduce intellectual property theft on digital property.

Examples of measures are the use of a digital watermark and digital signature.

 Know some of the legal consequences, especially in education, related to the infringement of copyright in Hong Kong.

Teachers can quote some of the legal consequences related to infringement of copyright.

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2.3.2 The Elective Part

The Elective Part comprises three options. Students should take two of them.

A. Databases

Introduction

This option is designed to provide students with the fundamental concepts of databases and relational database design. Students will learn how to construct simple data models using Entity Relationship (ER) diagrams and to appreciate the importance of good database design.

They will also learn to use SQL to construct, manipulate and retrieve information from a relational database. In addition, students will be exposed to database security, integrity, and data privacy issues. Through studying this option, students will acquire a basic understanding of the concepts, skills and applications of databases, and elementary data modelling concepts.

Students should have acquired the necessary knowledge and skills in the Compulsory Part – module A Information Processing before progressing to this option.

The sub-topics under topic (a) “Relational Databases Concepts” in the present option are designed as extensions of topic (b) “Data Organisation and Data Control” in the Compulsory Part – module A Information Processing.

 concepts and applications related to databases and the DBMS;

 the basic concepts of a relational database, and the construction, manipulation and extraction of information from a relational database using SQL;

 the construction of simple data models using the ER diagrams methodology;

 the importance of good database design as a blueprint for the development of a database management system; and

 the importance of data privacy and measures for its improvement.

The time allocation for the option is about 38 hours.

Details

The option Databases comprises three topics: “Relational Databases Concepts”, “SQL”, and

“Database Design Methodology”. Details of the three topics are summarised below:

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Topic Learning Outcomes Remarks a. Relational Databases Concepts

(6 hours)

 Describe the basic concepts of relational databases.

It includes entity, relationship, attribute, domain, index, key (such as primary key, foreign key and candidate key), and integrity (such as entity integrity, referential integrity and domain integrity). Students should be able to identify these basic elements in

examples taken from everyday applications.

 Create a simple relational database. Students should know how to organise data differently but sensibly in a relational database and be able to establish the required relationships among the tables.

 Describe the purposes of rollback.

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Topic Learning Outcomes Remarks b. SQL (18 hours)  Use SQL to maintain a simple relational

database, and manipulate its data or retrieve the required information in at most three tables.

Skills involved include:

 modify the structure of the tables

 add, delete and modify the data in the tables

 view, sort, and select contents by filtering, and create different views

 use appropriate operators and

expressions such as arithmetic operators and expressions, comparison operators, logical operators and the in, between and like operators to perform specific

operations

 use simple built-in functions such as aggregate and string functions

 perform queries on multiple tables, including the use of equi-join, natural join and outer join

 perform sub-queries (for one sub-level only)

c. Database Design Methodology (14 hours)

 Be aware of the different types of relationships among entities in a relational database.

 Analyse simple scenarios in business, education or other fields and create simple ER diagrams involving binary relationship only in designing databases.

The resolution of many-to-many relationship into multiple one-to-many relationships should also be introduced.

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 Explain the concepts of data redundancy and discuss the methods or measures used to reduce data redundancy.

Students should be able to reduce data redundancy through normalisation up to Third Normal Form (3NF).

 Describe the needs and procedures of denormalisation.

 Transform the ER diagrams to tables in relational databases.

 Use access rights to achieve data privacy.

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Symbols used in ER diagrams

Meaning Symbol

Entity Entity

Attribute Attribute

Key Attribute Attribute

Relationship Relationship

One-to-One Relationship 1 Relationship 1

One-to-Many Relationship 1 Relationship M

Many-to-Many Relationship M Relationship N

Participation constraints:

- Use on Mandatory side - Use on Optional side

Relationship

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B. Web Application Development

Introduction

This option is designed to provide students an understanding of the basic concepts of network services and client-server communications, and the knowledge and skills associated with the set up and implementation of a simple network with different services. It provides them with useful and practical knowledge related to web authoring and web application development.

This includes the learning of writing scripts on client-side and server-side, and developing simple web applications.

Students should have acquired the necessary knowledge and skills in the Compulsory Part – module C Internet and its Applications before progressing to this option.

All the sub-topics under topics (a) “Network Services and Implementation” and (b) “Web Programming and Applications” in the present option are designed as extensions of topics (a)

“Networking and Internet Basics” and (c) “Elementary Web Authoring” in the Compulsory Part – module C Internet and its Applications.

 the basic concepts of network services;

 the implementation of a simple computer network;

 web authoring and publishing;

 writing client-side and server-side scripts; and

 developing simple web applications.

The time allocation for the option is about 38 hours.

Details

The option Web Application Development comprises two topics: “Network Services and Implementation” and “Web Programming and Applications”. Details of the two topics are summarised below:

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a. Network Services and Implementation (14 hours)

i. Basic concepts of client-server communication

 Know the basic concepts of client-server communication.

This comprises the concepts of request and response, including port numbers in TCP, and GET and POST requests in HTTP.

 Know the roles of client and server as two network programs in a network.

 Describe the services provided by common network servers.

The common network servers include the Dynamic Host Configuration Protocol (DHCP) server, domain controller, file server, proxy server, web server, database server, gateway, etc.

ii. Basic network implementation  Set up simple Ethernet and wireless networks.

Examples of simple networks include home networks and ad hoc networks in small exhibitions and special events.

 Share various resources among the networked computers/workstations.

The resources include files, printers and Internet connection, etc.

Examples of network services include web service and database service.

 Set folder/ file-sharing permissions, including read, write and execute rights, etc.

 Set up simple network services.

Information and Communication Technology

Technology Education Key Learning Area

Information and

Communication Technology

Curriculum and Assessment Guide (Secondary 4 – 6)

Jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority

Published for use in schools by the Education Bureau HKSARG

2021

Effective from Secondary 4 in the 2022/23 school year

Contents

Preamble

Acronym

Chapter 1 Introduction

1.1 Background

1.2 Rationale

1.3 Curriculum Aims

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

1.5 Cross-Curricular Links

Chapter 2 Curriculum Framework

2.1 Design Principles

2.2 Learning Objectives and Outcomes

2.3 Curriculum Structure and Organisation

Curriculum Framework of senior secondary ICT

The Compulsory Part

The Elective Part

School-based Assessment

+ +