Information and Communication Technology Curriculum and Assessment Guide (Secondary 4 - 6)

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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

Recommended for use in schools by the Education Bureau HKSARG

2007 (with updates in November 2015)

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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 (2002) and the Senior Secondary Curriculum Guide (2009). 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 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.

The C&A Guide is recommended by the EDB for use in secondary schools. The subject

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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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

S1/2/3/4/5/6/7 Secondary 1/2/3/4/5/6/7

SBA School-based Assessment

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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.

The Senior Secondary Information and Communication Technology Curriculum and Assessment Guide incorporates the key recommendations made in the Curriculum Development Council's Senior Secondary Curriculum Guide (2009), Technology Education Key Learning Area Curriculum Guide (Primary 1–Secondary 3) (2002) and the final report on its Holistic Review of the School Curriculum Learning to Learn – The Way Forward in Curriculum Development (2001). The latter three documents outline the overall direction for both education and curriculum development in Hong Kong and seek to promote the educational aims of lifelong learning and whole-person development.

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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

Computer Literacy curriculum

Further studies of ICT in tertiary

education

Experiences of using IT as a tool to

facilitate learning

Senior secondary ICT curriculum

Proficient use of ICT as a tool to

support disciplinary

learning

School-based curriculum related

to IT

Further studies of ICT to obtain

industrial recognition Effective use of

ICT in the workforce

Information Technology (IT) Learning Targets at Key Stage 3 Figure 1.1 The continuum of learning for students in ICT

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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 English Language

Education

 Use WebQuest to locate useful information on the web to learn "Pride and Prejudice" in an interesting way.

Chinese Language Education

 Produce formatted texts of practical writings such as minutes and projects using

word-processing software.

Mathematics Education ^ Use WinGeom 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 Senior Secondary Curriculum Guide (2009).

The design:

 Builds on prior knowledge, experiences, skills and positive values and attitudes that students have acquired through the Computer Literacy 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 Targets

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 145 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, Basic Programming Concepts and Social Implications. The details of the topics and learning outcomes of the Compulsory Part are shown on pages 10–35.

The Elective Part takes up about 75 hours of curriculum time and spans about one school year.

Four 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 a specialised area 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, Data Communications and Networking, Multimedia Production and Web Site Development and Software Development. Details of the options are covered on pages 36–68.

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Curriculum Framework of senior secondary ICT

The Compulsory Part

(145 hours)

A. Information Processing (54 52 hours) B. Computer System Fundamentals (25 hours) C. Internet and its Applications (24 22 hours) D. Basic Programming Concepts (20 24 hours) E. Social Implications (22 hours)

The Elective Part

(75 hours) (Choose one only)

A.

Databases

B.

Data Communications and Networking

C.

Multimedia Production and Web Site Development

D.

Software Development

School-based Assessment

(30 hours)

+ +

* Texts shaded are to replace texts with border in the HKDSE Examination starting in 2019 (i.e. S4 in 2016/17 school year leading to 2019 examination).

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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 145

A. Information Processing 54 52

a. Introduction to Information Processing 5

b. Data Organisation and Data Control 4

c. Data Representation 10

d. The Use of Office Automation Software 30 28

e. Presentation of Information 5

B. Computer System Fundamentals 25

a. Basic Machine Organisation 15

b. System Software 4

c. Computer Systems 6

C. Internet and its Applications 24 22

a. The Networking and Internet Basics 9

b. Internet Services and Applications 7 5

c. Elementary Web Authoring 8

D. Basic Programming Concepts 20 24

a. Problem-Solving Procedures 4

b. Algorithm Design 13

c. Algorithm Testing 3 7

E. Social Implications 22

a. Equity of Access 2

b. Work and Health Issues 2

c. Intellectual Property 6

d. Threats and Security on the Internet 12

The Elective Part (Choose one only) 75

A. Databases 75

a. Introduction to Databases 8

b. Relational Databases 28

c. Introduction to Database Design Methodology 22

d. Database Applications, Development and Society 17

B. Data Communications and Networking 75

a. Data Communications and Networking Basics 38

b. Network Design and Implementation 26

c. Network Management and Security 11

C. Multimedia Production and Web Site Development 75

a. Multimedia Production 25

b. Web Site Development 50

D. Software Development 75

a. Programming 47

b. Programming Languages 12

c. Systems Development 16

School-based Assessment 30

Total Curriculum Time 250 hours¹

1 The lesson time for Liberal Studies and 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.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers,

“270 hours” was recommended to facilitate schools’ planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the SS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2,500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is recommended to further cater for school and learner diversity.

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 10–68. 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 word processing, spreadsheet, database and multimedia presentation acquired by students in junior secondary, this module will increase understanding of the terminology, advanced concepts and skills in using integrated software.

This will enhance students’ personal productivity in their work or study, and enable them to apply their learning effectively to problem-solving, data analysis and information presentation.

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;

 the integrated use of office automation software, and the appropriate processing and presentation of different types of information; 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 54 52 hours.

Details

This module comprises five topics: “Introduction to Information Processing”, “Organisation and Data Control”, “Data Representation”, “The Use of Office Automation Software” and

“Presentation of Information”. Details of the five topics are summarised below:

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Topic Learning Outcomes Remarks

a. Introduction to Information Processing (5 hours)

 Describe the basic concepts of the Input-Process-Output cycle and the use of a stored program in a processing system.

 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 image, audio, video and text.

 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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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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 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.

Elementary file conversion is required but not the editing of a file. Students should be given the experience in creating various file formats such as wav vs. mp3, bmp vs. jpg, and avi vs. mpeg2.

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d. The Use of Office Automation Software (30 28 hours)

 Design and create formatted documents or reports effectively and suitably using a word-processing tool.

Through meaningful tasks related to the real world, such as advertisements fliers,

newsletters and reports, students are expected to apply formatting features such as tables, columns, text frames and graphics, with consideration of the use of colour, size and positioning in presenting their documents.

Other features such as table of contents, indexes, footnotes, hyperlinks and checkers (e.g. Spelling checker) should be introduced to students to facilitate the writing of a report and to enhance the readability and accuracy of documents.

Other features such as table of contents and hyperlinks should be introduced to students to facilitate the writing of a report and to enhance the readability of documents.

 Convert between various document / text formats and justify their usage.

Examples of text formats are rich text format, hypertext document format, portable document format and word document format.

Examples of text formats are rich text format, portable document format and word document format.

Texts in italics with border are to be removed from the HKDSE Examination starting in 2019.

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 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.

 Apply spreadsheets as a data analysis tool by using a pivot table (and 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.

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 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.

 Understand concepts of Object Linking and Embedding (OLE) and its

applications.

 Use a software suite in an integrated and effective manner.

Students should be given experience of the integrated use of different programs in the software suite (e.g. spreadsheet / databases with word documents in mail merging).

e. Presentation of Information (5 hours)  Construct and design a presentation incorporating multimedia elements.

The focus is on the planning of the storyboard and presentation, not the means of

presentation. Students may choose a web-based presentation, a slide show, a multimedia document or other means of presentation.

The presentation should be supplemented with verbal annotation, to develop students’

communication skills and encourage them to articulate ideas / thoughts.

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17 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 types of computer systems 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; and

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

The time allocation for the module is about 25 hours.

Details

This module comprises three topics: “Basic Machine Organisation”, “System Software” and

“Computer Systems”. Details of the three topics are summarised below:

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a. Basic Machine Organisation (15 hours)  Explain the functions of hardware within a computer system, namely input and output devices, the central processing unit, bus system and storage devices (both primary and secondary).

 Explain the structure and functions of a central processing unit (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 and store using a single processor, and describe the roles of and the interdependence among

components, registers and buses in the machine cycle.

The functions of the program counter, accumulator, instruction register, memory address register and memory data register should be briefly introduced to students. No assembly language is involved but

instructions requiring LOAD, ADD, STORE and STOP may be used to illustrate how data and instructions are processed in the machine cycle.

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 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 version / 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).

 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.

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 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 (4 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.

 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.

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c. Computer Systems (6 hours)  Compare the characteristics of different types of computers.

Types of computers include personal computers, mainframes, supercomputers, network computers, etc. Comparison should be made with respect to physical size,

memory size, backing store capacity, input/output devices, processors, number of user supported, cost and applications.

 Distinguish the characteristics and applications of various computer systems.

Computers systems to be considered are batch processing systems, on-line interactive

systems and real-time systems, single-user systems and multi-user systems, parallel processing systems and distributed processing systems, and network systems.

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22 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; and

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

Details

This module comprises three topics: “The Networking and Internet Basics”, “Internet Services and Applications” and “Elementary Web Authoring”. Details of the three topics are summarised below:

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a. The Networking and Internet Basics (9 hours)

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

 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 (phone line, coaxial cable, fibre optics, microwave, satellite, etc.), modem (including cable modem), network interface card, network connecting devices (hub, switch and router, etc.).

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

This includes connections in wireless, leased line and broadband etc.

 Understand the need for communications software and communication protocols.

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

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

b. Internet Services and Applications

(7 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.

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 Apply various services such as File Transfer Protocol (FTP), remote logon, online chat, newsgroup, discussion forum and email on the Internet.

 Apply various services such as file transfer, remote logon, online chat,

discussion forum and email on the Internet.

Email protocols such as Post Office Protocol (POP), Internet Message Access Protocol (IMAP), Simple Mail Transfer Protocol (SMTP) and their functions should be included.

 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.

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

The benefits and limitations of various activities, such as e-commerce,

e-government, e-learning and e-entertainment, as compared to the traditional methods, should be discussed.

In e-commerce, for instance, this may range from activities such as Electronic Fund Transfer (EFT) to current practices in corporate / organisation web portals in the digital economy.

Appreciation of technology advancement as a change agent for the betterment of

humanity should be fostered among students.

Texts in italics with border are to be removed from the HKDSE Examination starting in 2019

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c. Elementary Web Authoring (8 hours)  Recognise the basic constructs of Hypertext Markup Language (HTML) which is a means to address

cross-platform issues.

 Design and construct web pages for an intended audience and upload them onto the World Wide Web.

The organisation of information 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.

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27 D. Basic Programming Concepts

Introduction

This module is designed to provide students with a basic understanding of the steps and strategies involved in solving a problem systematically. It emphasises the design of a solution, the algorithm, which is essential in computer programming, and with which students need to be equipped to manage complex problems they may encounter in their lives. The realisation of the algorithm in a syntactic language is introduced in Software Development.

Students should learn to solve problems analytically and logically, not just to write computer programs.

 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;

 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 three topics: “Problem-Solving Procedures”, “Algorithm Design” and

“Algorithm Testing”. Details of the three topics are summarised below:

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a. Problem-Solving Procedures (4 hours)  Outline the major stages in

problem-solving and explain the needs of each stage.

 Use real-life examples to illustrate the various stages in problem-solving procedures.

 Explain the importance of formulating and defining the scope of a problem precisely.

 Solve a problem by breaking it down into sub-problems or modules.

The sub-problems, for instance, may

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

b. Algorithm Design (13 hours)  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.

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 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 (pre-test, post-test and for loops).

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

 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.

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c. Algorithm Testing (3 7 hours)  Trace and test algorithms. Students need to identify boundary cases and generate appropriate test data.

Students should be able to trace and test an algorithm with manual methods or using some tools, such as Scratch, Microsoft Small Basic, or Raptor. The idea of debugging should also be introduced. Students need to identify boundary cases and generate appropriate test data.

Recall of specific operation/command of the tools is not required.

 Compare different solutions to the same problem.

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

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31 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. With the pervasiveness of the Internet, students should be made fully aware of the potential threats associated with its use, and the possible measures to safeguard their data and information. 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. For instance, security measures on networks will be considered again in more detail in Data Communications and Networking.

 equity issues relating to access to ICT;

 health hazards and preventive measures in using ICT;

 major issues regarding intellectual property and privacy;

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

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

The time allocation for the module is about 22 hours.

Details

This module comprises four topics: “Equity of Access”, “Work and Health Issues”,

“Intellectual Property” and “Threats and Security on the Internet”. Details of the four topics are summarised below:

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a. Equity of Access (2 hours)  Discuss the pros and cons of freedom of information on the Internet.

 Discuss equity issues in terms of the digital divide, gender equity and access for the disabled from local and global perspectives.

In explaining the digital divide, the rise of a knowledge-based society as a result of the development of ICT should also be discussed.

b. Work and Health Issues (2 hours)  Realise that technological innovations can bring major benefits to society if they are used properly, but damage society when they are misused.

 Discuss change in the nature of work in areas such as work monitoring,

telecommuting, working hours, virtual organisations and the removal of national and international barriers to business.

 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 RSI and electromagnetic radiation, 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.

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 Be aware of the consequences of indulgence in Internet activities for individuals.

Examples of Internet activities are online games, Internet chat and web surfing.

c. Intellectual Property (6 hours)  Understand the basic ideas of intellectual property and copyright.

 Know the difference between open source and non-open source software.

 Debate 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 (e.g. Bit Torrent -- BT)

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 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.

d. Threats and Security on the Internet (12 hours)

 Know, from the users’ perspective, possible security threats on the Internet.

Supported by crimes reported in the news, students should know about the security threats such as malware, spyware and adware from the automatic intrusion via dynamic web pages, peer-to-peer (p2p) and files download.

 Demonstrate the control of intrusion using security applications on a computer.

Examples of security applications are browsers, firewalls and anti-virus software.

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 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, and the relationship between the size of the key used and the degree of security, e.g. Hong Kong Public Key Infrastructure (PKI).

 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 digital certificates and the procedures involved in obtaining a certificate.

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 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.

Information and Communication Technology Curriculum and Assessment Guide (Secondary 4 - 6)

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

Recommended for use in schools by the Education Bureau HKSARG

2007 (with updates in November 2015)

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 Targets

2.3 Curriculum Structure and Organisation

Curriculum Framework of senior secondary ICT

The Compulsory Part

The Elective Part

School-based Assessment

+ +