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Computer Applications Technology DoE/PAT 2010

Grade 10

NATIONAL CURRICULUM STATEMENT
(GRADES 10-12)
PRACTICAL ASSESSMENT TASK (PAT)
COMPUTER APPLICATIONS TECHNOLOGY
Grade 10
2010
This document consists of 53 page
2
Teacher Sectin
Com!"er A#$%a"$o&' Te%(&o#o)*
Pra%"$%a# A''e''me&" Ta'+ (PAT)
2010
I&'"r!%"$o&' ,or "(e Lear&er
This section consists of 36 pages including this cover page
Copyright reserved Please turn over
Computer Applications Technology DoE/PAT 2010
Grade 10
Com!"er A#$%a"$o&' Te%(&o#o)*
1- .(a" $' "(e PAT/
The PAT is a project in which you will demonstrate your information management skills by investigating a matter,
write a report in which you present your findings, make recommendations or propose your ideas with the use of
computer applications technology
!t is a single, continuous project, done in phases "ach phase builds on the previous one and a subse#uent
phase informs a previous phase The task defined in the first phase is the task completed in the final project
The PAT uses a structured process that teaches good principles that will help you to remain focused !t brings
together all the skills taught and learned in $AT The PAT re#uires you to apply all these skills in an integrated
fashion
O0er0$e1 o, "(e PAT2
PAT
Process
1
Phase 1
2
Phase 2
3
Phase
Phase 2
!se the in"ormation
and data
Plan the investigation
and report
Process and analyse
in"ormation and data
Phase
!se the in"ormation
and data
#rite the report
Present the "indings
and
recommendations
Phase 1
De"ine the tas$
Set %uestions to guide you
to&ards the correct
in"ormation and data that
you &ill need to do your
investigation
'ind( access( collect and
evaluate the in"ormation
1
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
2- P#a&&$&) ,or "(e "a'+
2-1 To$% ('%e&ar$o)
The school management team %&'T( are concerned about computer ethics Teachers complain that learners
have a )copy * paste+ culture when it comes to completing assignments and projects The social committee of
the learners, representative council %-.$( complains that learners are copying music, which they bring to and
play at social evenings The network administrator complains that spam is getting out of hand and the financial
officer says that the school has almost fallen victim to phishing
The -.$ has therefore decided to launch a Computer Ethics awareness campaign and has re#uested the /rade
01 $AT learners to help them
As a /rade 01 learner, you need to investigate an aspect of computer ethics and write a report to the school
management team on your findings and recommendations in this regard
2our investigation should focus on aspects such as3
o 4hat it is
o Types of unethical behaviour with regard to computers
o 5angers and6or conse#uences
o Possible code of conduct
o "7amples
o "tc
2
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
As a /rade 01 learner you will investigate an aspect of computer ethics and the habits of learners or other people
and make recommendations that will create awareness amongst people regarding the issue
2ou need to generate a report for the -.$ using three application programs %a word processor, spreadsheet, and
a program such as a presentation program( in an integrated fashion to communicate *o!r findings and
recommendations 2ou should focus on your immediate community such as your household, class, school, etc
The report should indicate what the habits of learners or other people are such as3 how often do they copy
material without permission, whether they know how to identify spam or phishing, whether they have fallen prey
to any such a scam, how they feel about privacy of information, etc and what your findings and recommendations
would be
!n preparing the report you should3
0 8ocus on an aspect of computer ethics such as software piracy, intellectual property rights, information
privacy and accuracy, unauthorised use of computers and networks, etc 8or e7ample, consider the )cut *
paste+ habits of learners, etc
9 8ind6research information on the habits of learners or other people, why these might be a problem or could
become a problem Present data6statistics to support this &how through data6information processing how
this could be addressed and what could possibly be done
3 &how through data and information processing what the trend is, how problems could be addressed and
what could possibly be done to solve or alleviate the problem or make learners or other people more aware
of ethical behaviour, etc
: Plan and create electronic documents that could be used for gathering information6data %eg a #uestionnaire
created in a word processor(, processing information6data %eg a spreadsheet(
5 !n completing the task you will apply the following knowledge and skills that you have studied in $AT3
!nformation 'anagement
8ind, collect and evaluate information and data
'anipulate6change6process data6information to represent the matter and what you want to say
Present the information to someone or to an audience
4ord processing
&preadsheet
An additional package, eg a presentation program %optional(
!nternet
2-2 Ta'+' o, "(e PAT
The PAT is completed and assessed in phases The tasks for the different phases are summarised as follows3
P(a'e Ta'+ Mar+' 3
P(a'e 1 Task definition, find, access and evaluate information :5 35
P(a'e 2 ;se of information < plan, process and analyse 31 93
P(a'e 4 ;se of information < synthesise and report 55 :9
140 100
The documentation and6or evidence of what you do in each task are submitted on dates set by your teacher
These documents are assessed as they are submitted and the marks for the task are recorded
After your teacher has returned the assessment sheet for the task, study the feedback from the marked
assessment tool and reflect as follows3
.evise the steps completed so far

)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
-ook at the steps that you still have to complete
-ist things that you did not or still do not understand about the task
Ask yourself whether you have enough material and information for the ne7t step or task in the process
-ist #uestions that you can ask your teacher or others that can help you to complete the task
This will help you to improve the ne7t tasks and the final product Ho1e0er5 &o"e "(a" "(e "a'+' 1$## &o" 6e re-
a''e''ed-
2-4 .(a" *o! 1$## &eed "o %om#e"e "(e "a'+
2ou will need the following resources to complete the task3
Access to a computer with the following programs3
4ord processor such as 4ord
&preadsheet such as "7cel
Additional package, eg presentation program such as PowerPoint %optional(
Access to the !nternet and a search engine such as /oogle, electronic reference material such as "ncarta,
printed media and any other material or people that will help you to find the information that you will need
The task must be completed under controlled conditions and facilitated and continuously monitored by your
teacher
2-7 Re8!$reme&"' o, "(e "a'+
2our aim is to investigate the matter Appropriate use of the programs refers to how the programs were used to
understand the problem properly, to find information to direct your investigation, help you to find trends, patterns
and answers and to help you to make recommendations when writing your final report
(See $&'"r!%"$o&' ,or "(e d$,,ere&" "a'+' ,or more de"a$#)
*
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
4- Prear$&) ,or "(e PAT
.(ere "o 6e)$& a&d 1(a" "o do ,$r'" 9 'ome 6ra$&'"orm$&)
- .ead the scenario %see page 9(
- 4rite down information given and re#uired
- 4rite down initial thoughts
- !dentify a possible topic6focus area within the scenario
- 4rite down possible sub=topics
- 5o you have a clear overview>
Scenario
+n"ormation
given in
scenario
1
#hat is the
pro,lem-
2
#hat should +
investigate-
3
#hat should the
"inal product ,e-
+nitial Thoughts
Possi,le Su,.
topics
1
/ne Su,.topics-
2
T&o Su,.topics-
3
Three Su,.topics-
Analysis
Scope-
+n"ormation-
Doa,le-
Decision
#ill + ,e a,le
to use a
spreadsheet-
#ill + ,e a,le to
use a
data,ase-
0Gr 11 1 122
#hat is the pro,lem-
#rite do&n $ey notes
regarding the pro,lem and
the investigation as re%uired
,y the tas$ / scenario
Decision
#rite do&n your topic or
"ocus area
#rite do&n possi,le
ideas / su,.topics &ithin
your topic or "ocus area
Possi,le Su,.topics
#hat do + li$e a,out it-
#hat interests me-
#hat do + $no& a,out it-
- $onsider whether you will be able to do it3
S%oe/
Too wide: 2ou will have trouble with what to include, have to deal with too much information,
might not be able to complete in time
?arrow down by focusing on only one or a few limited aspects
Too narrow: The chances are that you will not find enough to write about to fill the pages or to
present a meaningful report
I&,orma"$o&/
4ill you be able to find the information re#uired, considering available sources>
I' $" doa6#e/
4ill you be able to use a spreadsheet>
3
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
Se#,-e0a#!a"$o&
$heck your decision against the information given above
4
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
Ask one or two of your peers to check your topic %scenario( and ideas
Also, ask your teacher to check these
Do my topic and ideas
ma$e sense-
#ill it ,e doa,le-
5ame6
Chec$ed ,y6
Strong points
#hat do you
li$e- #hat is
clear-
#hat is missing-
#hat is not clear-
Areas to develop
As$ one or t&o o" your classmates
to chec$ your intended topic and
ideas
As$ your teacher to chec$ your
intended topic and ideas
Do my topic and ideas ma$e sense777
+s the scope managea,le-
+s there enough in"ormation availa,le-
#ill + "ind in"ormation to manipulate and
data to process-
#ill + ,e a,le to use all the so"t&are
pac$ages that are re%uired-
Preare ,$#e '"r!%"!re
- $reate folders and subfolders for saving relevant documents and evidence
- -abel the main folder or briefcase using your surname and name
- $reate a subfolder for each phase
- $reate more subfolders within each folder as necessary to organise your documents
7- I&'"r!%"$o&' ,or "(e d$,,ere&" "a'+'
The instructions for the different tasks are as follows3
8
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 1 D!e da"e2:::::::::::::::::
Name2::::::::::::::::::::::::::::::::::::::: C#a''2:::::::::::::::::::
Ta'+ 12 Ta'+ de,$&$"$o&5 ,$&d5 a%%e'' a&d e0a#!a"e $&,orma"$o&
1 P#a&&$&) 9 '"ar" rear$&) *o!r do%!me&"' ,or P(a'e 1
Assignment6
Today9s date6
Due date6
Tas$s necessary to
completion
1
Phase 1 Complete ,y6
Phase 1
Tas$ de"inition
:uestions
Sources
'ind( access and
collect in"ormation
Engage &ith
in"ormation
Evaluate in"ormation
Gather evidence
Su,mit
;
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 1
2 Ta'+ De,$&$"$o&
- 5escribe what needs to be done in your own words, taking into account what the problem is
that you need to investigate and what the investigation would be about, by starting with the phrase3
I am going to
#hat + need to
do
+ am going to777
Do not provide any solution or
ma$e any recommendations here
0that is done in the "inal report in
Phase 2
<ou "irst need to investigate to "ind
the solution or to ma$e
recommendations
+ am going to777
+nvestigate777
#hat- . #hat is the pro,lem and
&hat &ill the investigation ,e
a,out-
=o&-
Tools
#hat &ill + present- =o&- To
&hom-
#hat &ill the "inal product ,e-
<ou must sho& that you are sure
a,out the >o, you have to do
E;am#e o, a "a'+ de,$&$"$o&
I am going to investigate computer ethics. I will focus on software piracy and the habits of learners in my
class regarding the copying of music and computer software. From this investigation I will report to the LRC.
I will indicate what the trend is and mae suggestions to recommend some ideas to encourage good habits
and create awareness of ethical behaviour. In order to produce a !uality report I will apply !uality control to
find information and analyse this considering several relevant factors. I will use the "ffice pacage as a tool
to achieve my ob#ective.
?
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
4 Ma$& <!e'"$o&2
- 4rite down your main #uestion by determining the essence and focus of the investigation and
putting that into a #uestion format3
-
Factors to consider when you
formulate your main question:
#ill you ,e a,le to investigate it-
+s it o" a managea,le scope-
Can it ,e done in the time
availa,le-
#ould you ,e a,le to do it &ith the
resources that you have access
to-
#rite do&n your
main %uestion
-
+t should tell the reader
a,out e@actly &hat your
investigation &ill ,e
and &hat you &ill "ocus
on
+t should $eep you "rom
getting lost or o"".trac$
&hen as$ing other
%uestions
Aeep it simple and
clear
Note: Rather do something simple and do it right, than try to go overboard.
E;am#e o, a ma$& 8!e'"$o&
$hat is the trend regarding the copying of music and computer software among learners in my class and
what might the implications be%
10
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
Ask one or two of your peers to check your task definition and your main #uestion
Also, ask your teacher to check these
Do my tas$ de"inition
and main %uestion
ma$e sense-
Do they sho& a clear
path-
5ame6
Chec$ed ,y6
Strong points
#hat do you
li$e- #hat is
clear-
#hat is missing-
#hat is not clear-
Areas to develop
As$ one or t&o o" your classmates
to chec$ your tas$ de"inition and
main %uestion
As$ your teacher to chec$ your
tas$ de"inition and main %uestion
Do my tas$ de"inition and main777
#ill the reader understand &hat + am
going to do-
#ill the reader understand e@actly
&hat a,out-
+s the scope managea,le-
#ill + ,e a,le to investigate this-
#ill + ,e a,le to "ind the in"ormation
and data re%uired "or this
investigation-
11
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
7 Ide&"$,* "(e ma$& a'e%"'
- -ook at your initial brainstorming
- 5etermine the sub=topics that you are going to address
Tas$
Bain %uestion
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Factors to consider when you
identify headings / sub-topics:
Do these relate to my tas$
de"inition and my main %uestion-
#ill I ,e a,le to investigate it-
Should + reduce the num,er o"
su,.topics-
#ould I ,e a,le to "ind in"ormation
"or these &ith the resources that +
have access to-
Su,.topic
These su,.topics could
,ecome your headings in
your "inal report
E;am#e o, '!6-"o$%' ('!6-(ead$&)')
4hat is piracy>
$onse#uences
$ode of conduct
12
)earner Section
Note: Your main question and sub-
topics should keep you rom getting
lost or o-track !hen asking other
questions or !hen looking or
inormation
Computer Applications Technology DoE/PAT 2010
Grade 10
= Se""$&) 8!e'"$o&'
- 4rite down #uestions that will help you do your investigation
2ou can write #uestions under each sub=topic or
simply write down #uestions and arrange them under each sub=topic at a later stage
2ou may even identify a new sub=topic6heading at this stage when writing down your #uestions
or find that some sub=topics6headings might not work
- Try to have #uestions starting with phrases such as3
-evel 03 @uestions that can be answered e7plicitly by facts, eg #uestions starting with words such as
4hat> 4hen> 4here> 4ho> Aow many> etc
"#ample: &ow many learners in my class have violated copyright laws%
-evel 93 @uestions that will help you to e7amine, e7plore, #uery, eg #uestions starting with words such
as 4hy> Aow> etc
"#ample: $hy are learners pirating music or software%
-evel 33 @uestions that will help you to adjust alter or predict, eg #uestions starting with words such as
!f> 4hat if> etc
"#ample: $hat will happen if this practice continues or e'pands%
-evel :3 @uestions that will help you to make a judgment, criti#ue, review or find meaning of some sort,
eg #uestions starting with words such as 4ould it be better if> 4hat recommendation> Aow
can ! determine> 4hat would be the best way> etc
"#ample: $hat recommendation could I mae to the LRC that will create awareness of
piracy among learners%
-abel #uestions according to type6level This will help you to adjust #uestions if necessary
Arrange #uestions according to headings6topics or subheadings 6subtopics
1
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
> Ra"$o&a#e 6e($&d 8!e'"$o&'
- !ndicate for each #uestion how answering that #uestion will help you to conduct the
investigation by finding relevant information and data for processing < $-e- do &o" ?!'" add a&*
8!e'"$o&5 ma+e '!re "(a" *o! &eed $" ,or *o!r $&0e'"$)a"$o&
Tas$
Bain %uestion
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Factors to consider when you set
questions:
#ill the %uestions help me "ind the
in"ormation that + need-
:uality o" %uestions . do my
%uestions re"lect di""erent levels o"
thin$ing-
#ill they give me enough
in"ormation or data to process to
complete the tas$-
:uestions
:uestions
:uestions
:uestions
:uestions
Cationale
"or as$ing
the
%uestion
Cationale
"or as$ing
the
%uestion
Cationale
"or as$ing
the
%uestion
Cationale
"or as$ing
the
%uestion
Cationale
"or as$ing
the
%uestion
:uestions
:uestions should6
=elp you to "ind in"ormation that &ill
help you to ans&er the main %uestion
and there"ore complete the tas$
Provo$e thought
'ocus and structure the investigation
Allo& you to e@plore possi,ilities
=elp you to ,uild ne& $no&ledge
Aeep you "rom getting lost along the
&ay
Cationale "or as$ing the %ues777
Sound reason "or as$ing this
%uestion
#hy do + as$ this %uestion-
#hich in"ormation &ill it guide me
to&ards-
#ill it help me "ind the in"ormation
and data that + need-
"#ample: (nowing how many learners have violated copyright laws will indicate what the scope of the
problem is.
1*
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
@ So!r%e'
- !dentify a possible source for each #uestion
- $onsider the different sources 6 tools
Information Needed
!here will I find info to
answer my questions"#
+n the ,oo$
+n"ormation
investigation
+mplied
$no&ledge
Personal
e@perience
Survey /
%uestionnaire
+nternet
Encarta +ntervie&
People
+n"ormation investigation
The ans&er is in the te@t( ,ut
you might have to put together
several di""erent pieces o"
in"ormation in order to ans&er
it7
+ntervie& People
/ther people may have the
ans&er and you may have
to intervie& them to
ans&er it
+mplied $no&ledge
The ans&er to this $ind o"
%uestion is not in the te@t7 <ou
&ill need to thin$ a,out &hat you
have read in order to ans&er it7
+n the ,oo$
The ans&er to this $ind o"
%uestion is in the ,oo$ and
easy to "ind7
+nternet
The ans&er is on the
+nternet( ,ut you might have
to put together several
di""erent pieces o"
in"ormation in order to
ans&er it
Personal e@perience
The ans&er is not in the te@t7 <ou
&ill need to use your o&n
e@perience and "eelings to ans&er
the %uestion7
Encarta
The ans&er is "ound in the
electronic encyclopedia(
,ut you might have to put
together several di""erent
pieces o" in"ormation in
order to ans&er it7
Survey / %uestio777
The ans&er is in
collecting data "rom
several people
- Plan on where you will find information6data to help you to answer the #uestions Possible
sources to consider %other than the !nternet(3 electronic encyclopaedia such as "ncarta, printed
media such as magaBines, brochures, newspapers, books, etc, opinion polls6surveys, interviews, e=
mails, &'&s, telephone calls, etc
- Plan on how you are going to find the data6information from the !nternet that will answer the
#uestions to help you to complete the task, eg using key words6phrases for !nternet searches
- Plan on how you are going to find information6data from other sources %such as printed media,
etc( that will answer the #uestions to help you to complete the task6solve the problem
13
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
"#ample: )tatistics of software piracy* etc.
14
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
@-1 No"e a6o!" 8!e'"$o&&a$re'A'!r0e*' a&d $&"er0$e1'
2ou will also need a survey6#uestionnaire or want to conduct an interview
2ou will need to set #uestions for your #uestionnaire6survey or your interview
Remember:
- C$losed, #uestions are better for a #uestionnaire6survey, eg #uestions with only one answer or
where people can select an answer from a list provided < open ended #uestions are sometimes
difficult to analyse
- Try to do a trial run before doing a survey to make sure it can be analysed %calculations, graphs,
etc(
- 2ou will have to decide what #uestions to ask in the interview and decide how you will use
these answers
"#ample3 !f you want to answer the #uestions posed in the given e7amples, you need to ask
#uestions such as the following in the #uestionnaire or during the interview3
&ave you ever +even once, copied music or software programs without paying for it%
&ow often do you copy music or software programs from friends or the Internet%
&ave you ever paid for illegal copies of music or software%
-o you now someone that is guilty of software piracy%
List the programs that you have copied illegally
-o you thin that someone suffers any damage from piracy%
Note: You !ill need about $% & '% completed questionnaires(survey orms
18
)earner Section
Tas$
Bain %uestion
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Su,.topic
Factors to consider when you
determine sources / tools:
Do + need a survey/%uestionnaire-
#hat %uestions &ill + include in the
%uestionnaire / survey "orm- #ill + ,e
a,le to process this in"ormation- #ill
it give me an ans&er or sho& me a
trend-
#ill + need to intervie& people to "ind
some ans&ers- #hat %uestions &ill +
as$ them- =o& &ill + use these
ans&ers-
#ill + need access to the +nternet-
=o& &ill + conduct my search-
+s the source relia,le-
:uestions
:uestions
:uestions
:uestions
:uestions
Possi,le
sources / tools
needed to
ans&er
%uestions
Possi,le
sources / tools
needed to
ans&er
%uestions
Possi,le
sources / tools
needed to
ans&er
%uestions
Possi,le
sources / tools
needed to
ans&er
%uestions
Possi,le
sources / tools
needed to
ans&er
%uestions
Cationale
"or as$ing the
%uestion
Cationale
"or as$ing the
%uestion
Cationale
"or as$ing the
%uestion
Cationale
"or as$ing the
%uestion
Cationale
"or as$ing the
%uestion
Computer Applications Technology DoE/PAT 2010
Grade 10
).$ You should no!
have decided on your sub=topics
have #uestions for each sub=topic
have reasons for asking the #uestions
have identified a possible source for each #uestion
have set #uestions for your #uestionnaire 6 survey 6 interview
create your #uestionnaire 6 survey form
be ready to access the sources and find the information you need
1;
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
Yo! %o!#d !'e "(e ,o##o1$&) "a6#e "o 1r$"e do1& 1(a" *o! (a0e do&e 'o ,ar2
S!6-"o$% <!e'"$o& Le0e# Ra"$o&a#e
(.(* d$d I a'+ "($'
8!e'"$o&/)
Po''$6#e So!r%e
(.(ere 1$## I ,$&d "(e
$&,orma"$o&/)
C(e%+o$&"
Ask one or two of your peers to check your #uestions, reasons and your sources
Also, ask your teacher to check these
Do my %uestions
ma$e sense-
Ceasons-
Sources-
5ame6
Chec$ed ,y6
Strong points
#hat do you
li$e- #hat is
clear-
#hat is missing-
#hat is not clear-
Areas to develop
As$ one or t&o o" your classmates to
chec$ your %uestions( reasons and
sources and as$ you some %uestions
a,out them
As$ your teacher to chec$ %uestions(
reasons and sources and as$ you
some %uestions a,out them
Do my %uestions ma$e sens777
#ill my %uestions lead me to the
in"ormation and data that + &ill need
"or my investigation-
Should some %uestions ,e
rephrased-
Should + add some %uestions-
Should + delete some %uestions-
Do they cover all aspects that + &ant
to address-
Do you understand the reason "or
as$ing this %uestion-
Am + li$ely to "ind the in"ormation in
the source identi"ied-
1?
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
B C$&d5 a%%e'' a&d %o##e%" "(e $&,orma"$o&
- ;se the information finding strategies from previous steps to find, access and collect the
information and data that you will need, eg
Aand out #uestionnaires 6 survey forms and collect after completion
$onduct interviews
Access !nternet and other sources and collect relevant information < make notes
- &ave documents and evidence electronically in the Phase 0 folder created
20
)earner Section
Engage &ith
in"ormation
Cead( read( read777
Determine &hich
in"ormation is
relevant . &ill ans&er
your %uestions and
&hich is irrelevant or
inappropriate
#ill the in"ormation
complete the puDDle /
provide the ans&ers-
Determine &hich
in"ormation &ill
need to ,e
manipulated and
processed
#hich data can ,e
processed into
meaning"ul
in"ormation-
=o& could it ,e
presented-
Cross re"erence
the data/
in"ormation &ith the
%uestions
#hich in"ormation
&ould + ,e a,le to
com,ine or re&or$
to give me ne&
$no&ledge and
insights
Cross re"erence t777
Colour tags
Comments
=ighlight
=yperlin$
Eoo$mar$
Determine777
Ba$e notes(
summarise
Engage &ith in"o777
Aeep details o" all
,i,liographic
in"ormation to use
&hen compiling your
"inal report
=o& good is
the
in"ormation-
Can the source
,e trusted-
+s the
in"ormation
use"ul-
#ill it ans&er
my %uestion-
Accuracy
Currency
Coverage
Authority
/,>ectivity
Currency
+s the in"ormation
up.to.date-
Does it matter i" it
is not-
Accuracy
+s it accurate-
Can it ,e
veri"ied
some&here
else-
Coverage
=o& &ell does
it cover the
topic-
/,>ectivity
Are there any
,ias-
+s it someone9s
opinion-
Commercial
in"ormation-
Authority
#ho &rote the
in"ormation-
+s it an e@pert-
#hat does the !C)
tell you-
Computer Applications Technology DoE/PAT 2010
Grade 10
D Pro0$de e0$de&%e
- Provide evidence of the data6information found, eg notes taken from books, clippings from
magaBines, newspapers, copies of printed material, brochures, screen shots from electronic
material, printouts of websites, your survey or opinion poll, etc 'ake a summary, highlight important
facts, add comments, etc
- Provide evidence that the data6information found is linked6cross=referenced to #uestions, eg
highlight a #uestion and all information related to that #uestion in the same colour, insert comments,
etc
10 E0a#!a"e 'o!r%e' a&d $&,orma"$o&
- $heck if the information is trustworthy
- "valuate the sources
- 4rite down how you will determine whether the information is trustworthy and of good #uality
for the different types of sources, eg look at accuracy, authority, objectivity, currency and coverage
21
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
10-1 Kee "ra%+
- 'aintain an appropriate electronic file structure, with sub=folders, that is clearly labelled to
organise and store documents and evidence
- Deep details of all bibliographic information for later use when compiling your final report
10-2 C$&a#$'e
- 8inalise your document to be handed in for Phase 0
2ou could e7pand your table to provide for all the information3
Head$&) A
'!6-"o$%
<!e'"$o& Le0e# Ra"$o&a#e
(.(* d$d I
a'+ "($'
8!e'"$o&/)
Po''$6#e
So!r%e
(.(ere 1$## I
,$&d "(e
$&,orma"$o&/)
I' "($'
$&,orma"$o&
"r!'"1or"(*/
.r$"e
mo"$0a"$o&
E0$de&%e o,
$&,orma"$o&
(H*er#$&+5 '%ree&
d!m5 re,ere&%e5
e"%)
a&d 6$6#$o)ra($%
$&,orma"$o&
- !nsert a screenshot of your folder structure
- Provide a list of evidence
22
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
$heck if you have done all that is re#uired before you hand in your document for Phase 0
Also, ask a peer to check these
Ta'+ Se#, Peer Comme&"
Task definition>
'akes sense>
According to scenario>
'ain #uestion>
'akes sense>
8ocused>
5irects investigation>
&ub=topics>
@uestions
"nough>
According to topic6heading>
-abeled according to level>
.eason>
Possible source>
&ources and information
"valuated>
Eibliographic information>
Answer #uestions>
Fariety>
Tools, eg #uestionnaire6survey
"vidence
Available>
Ayperlinked 6 cross=referenced>
8ile structure>
4ell organised>
2
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
11 Ha&d $&2
&ubmit an appropriate file structure that contains3
17 An electronic and hard copy of your planning document %G 9=3 pages( prepared in an appropriate
application containing3
00 The description of the task and the problem in your own words
09 The main #uestion
03 The set of #uestions posed %at least 05 = 91 #uestions(
labelled according to level
arranged according to topics6headings or subtopics6subheadings
with sources of data6information for each #uestion,
indicate for each #uestion how the information6data will answer the #uestion and how it will assist in
finding a solution to the problem
27 "vidence of sources and information %folder containing electronic documents with single electronic
document containing links to evidence and a paper folder for hard copy evidence such as completed
surveys6#uestionnaires( found such as
$ompleted #uestionnaires and surveys
&ummaries of completed surveys and #uestionnaires
?otes on interviews conducted
$lippings, photocopies, and scanned documents
Printouts, screen shots and disk6folder with electronic copies, etc
7 "vidence that the different types of sources and information have been checked for trustworthiness and
#uality
E7=F
2*
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 2 D!e da"e2:::::::::::::::::
Name2::::::::::::::::::::::::::::::::::::::: C#a''2:::::::::::::::::::
Ta'+ 12 U'e $&,orma"$o& 9 P#a&&$&)
1 P#a&&$&) A o0er0$e1 P(a'e 2
- /et a clear overview of the following step in the process and due dates
Assignment6
Today9s date6
Due date6
Tas$s necessary to
completion
2
Phase 2
Complete ,y6
Phase 2
!se in"ormation
Plan &hich in"ormation
&ill ,e used
Plan ho& it &ill ,e
used
Plan report
Create spreadsheet
and process data
Create data,ase and
process in"ormation
23
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 2
2 U'e $&,orma"$o& 9 P#a&&$&) "(e reor"
- $reate a framework to show how you are going to use the information and data in your report
4hich headings and sub=headings will you use> .efer to sub=topics in phase 0
Aow and where will you use the answers to the #uestions>
Aow will you integrate the different packages>
4hich evidence will you use to support your findings and recommendations>
Aow will you use the evidence>
4hat will the order be>
!riting
$irections
Su,>ect
Audience
+ntroduction
#hat is the
order o"
in"ormation-
#hat
in"ormation(
data and
evidence does
your report
need-
1
2
3
Eody
Conclusion
Audience
Ano&ing &ho you9re
&riting "or helps
determine &ord
choice( order( level o"
detail and tone7
#hat is the order o" in"ormatio777
Thin$ a,out your audience7 #hat
do they need to $no& "irst-
Second- Third-
+s there any speci"ic or logic order
in &hich the in"ormation should ,e
presented-
+ntroduction
#hat does the reader
need to $no& "irst-
This might ,e
,ac$ground
in"ormation( purpose(
etc7
Eody
#hat discussions
should come in here-
=eadings and Su,.
headings-
Conclusion
Cecommendations
5e& ideas / $no&ledge
24
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
- Plan each section and each paragraph
Report Outline
Paragraphs
Body
Conclusion
{Heading 2}
Main
Heading
{Heading 1}
Introduction
{Heading 2}
Topic 1
{Heading 2}
Topic 2
{Heading 2}
Topic 3
{Heading 2}
Sub-topic
{Heading 3}
Sub-topic
{Heading 3}
Sub-topic
{Heading 3}
Note: Your rame!ork could take the orm o a mindmap, diagram, !ord outline or storyboard
28
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
"#ample3 .eport Hutline
1- Ma$& Head$&) GHead$&) 1H
2- I&"rod!%"$o& GHead$&) 2H
&tate purpose, give overview 6 background, and give conte7t of report
4- Iod*
Para)ra('
To$% 1 GHead$&) 2H
Dey words of information regarding this topic that will go here
&upporting evidence that will go here, eg graph
To$% 2 GHead$&) 2H
Dey words of information regarding this topic that will go here
&upporting evidence that will go here, eg #uery
S!6-"o$% GHead$&) 4H
Dey words of information regarding this sub=topic that will go here
S!6-"o$% GHead$&) 4H
Dey words of information regarding this sub=topic that will go here
&upporting evidence that will go here, eg graphic
To$% 4 GHead$&) 2H
Dey words of information regarding this topic that will go here
&upporting evidence that will go here, eg graph
S!6-"o$% GHead$&) 4H
Dey words of information regarding this topic that will go here
7- Co&%#!'$o& GHead$&) 2H
Dey notes
2;
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
Ask one or two of your peers to check your planning
Also, ask your teacher to check these
Did + plan my report
&ell-
/rganising and "lo&-
+n"ormation-
Evidence-
5ame6
Chec$ed ,y6
Strong points
#hat do you
li$e- #hat is
clear-
#hat do you miss-
#hat is not clear-
Areas to develop
As$ one or t&o o" your classmates
to chec$ your planning and as$
you some %uestions a,out tit
As$ your teacher to chec$ your
planning and as$ you some
%uestions a,out it
Did + plan my report &ell-777
=eadings / su,.topics-
+s the in"ormation &ell organised-
+s the "lo& logic-
#ill the planned in"ormation ans&er
the %uestions-
#ill the in"ormation ans&er my main
%uestion-
#ill the evidence support or e@plain
my in"ormation- Ba$e it clearer-
2?
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
Ta'+ 22 U'e $&,orma"$o& 9 Pro%e''$&)Aa&a#*'$&)
4 U'e $&,orma"$o& 9 Pro%e'' a&d a&a#*'e $&,orma"$o& a&d da"a
4-1 Crea"e 'read'(ee"
- Type in data from #uestionnaire6survey, transfer or import data gathered elsewhere
- ;se functions and formulae to process the data into meaningful information < to help answer
the #uestions and support your findings
or e#ample3 calculating the percentage of learners that are guilty of software piracy
- 'ake summaries
- $reate meaningful graphs < to help answer the #uestions and support your
findings6recommendations
0
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
'ind the ans&ers to
your %uestions and
the $ey to ans&er your
main %uestion
)oo$ "ar
E@amine
'ind the
cure
'ind the
pieces o"
the
puDDle
Come to a
conclusion
Gain ne&
$no&ledge
and insights
)oo$ closely
Analyse
Change into
use"ul
in"ormation
Banipulate
Calculate
!se
in"ormation
and data
E@tract in"o
Come to a conclusion
#hat are these telling
me-
#hat 9story9 is un"olding-
E@tract in"o
E@tract relevant
in"ormation
Sumarise(
paraphrase
Sort and group to
"ind trends or see
patterns
Calculate
!se "unctions and
"ormulae in
spreadsheet to do
calculations7
Create summaries(
graphs( etc7 to "ind
trends or see
patterns
1
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
Ask one or two of your peers to check your processing
Also, ask your teacher to check these
#ill my processing and
analysis provide me ans&ers
and supporting evidence-
#ill it help me to dra&
conclusions and ma$e
recommendations-
5ame6
Chec$ed ,y6
Strong points
#hat do you
li$e- #hat is
clear-
#hat do you miss-
#hat is not clear-
Areas to develop
As$ one or t&o o" your classmates
to chec$ your processing and
analysis and as$ you some
%uestions a,out this
As$ your teacher to chec$
processing and analysis and as$
you some %uestions
#ill my processing and analysis provide me777
Spreadsheet6
+s the spreadsheet easy to read and interpret-
Are the calculations correct-
Are the calculations meaning"ul-
Are some calculations unnecessary-
Shouldn9t more calculations ,e done to give me
ans&ers or support my "indings-
Does the processing sho& some trends and
patterns-
+s in"ormation appropriately summarised-
#ill some results ,e ,etter presented in a graph-
2
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
$heck if you have done all that is re#uired before you hand in your document for Phase 9 Also, ask a
peer to check these
Ta'+ Se#, Peer Comme&"
Planning
"ach section>
!ntroduction>
Eody>
$onclusion>
Aeadings 6 sub=headings>
Paragraphs>
Dey notes on what will be in each
paragraph>
Aow #uestions will be answered>
Aow packages will be used>
4here supporting evidence will be placed>
Hrganisation>
Analysis
&preadsheet
$alculations %formulae and functions(>
/raphs>
"asy to interpret>
'eaningful>
Provides answers>
"asy to read and interpret>
7 Ha&d $&2
- P#a&&$&) do%!me&" with the report outline and key information
on how you intend to use the information
where you intend to use it
how it will be organised
- $ompleted 'read'(ee" together with electronic files where you processed and analysed the
information and data
E7>F

)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 4 D!e da"e2:::::::::::::::::
Name2::::::::::::::::::::::::::::::::::::::: C#a''2:::::::::::::::::::
Ta'+ 12 U'e $&,orma"$o& 9 C$&a# re'e&"a"$o&A'*&"(e'$'
1 P#a&&$&) A o0er0$e1 P(a'e 4
Assignment6
Today9s date6
Due date6
Tas$s necessary to
completion
3
Phase Complete ,y6
Phase
Put everything
together
#rite report
Prepare presentation
0optional "or Grade
102
*
)earner Section
%eport
1
=eading
2
+ntroduction
Eac$ground
Purpose
/vervie&
3
Eody
Address the
investigation
!se
headings and
paragraphs
Support &ith
evidence and
"indings
&
Conclusion
Cestate
pro,lem
Summarise
main points
Ba$e
recommendations /
propose idea
'
)ist o"
re"erences
Factors to consider in compiling your report:
+n"ormation or material should not ,e copied "rom &e,
sites or any&here else . it should have ,een re&or$ed(
processed or analysed
Graphs( %ueries( should ,e &oven into your report
Graphs must have a caption . the caption should not ,e a
9story9 ,ut is a 9heading9 "or an image
Pictures( i" used( must ,e descri,ed or re"erred to in the
te@t . it should support your te@t( else do not use
Page num,ers are re%uired . especially &hen you have a
ta,le o" contents
Chec$ the "ormatting o" headings( etc
Conclusion
This is the "inal chord
in the song
Summarise your
"indings( and
recommendations or
&hat you have learned
"rom the investigation
The conclusion should
dra& all the "indings
together and present a
verdict
Ceport
!se your outline "rom the
previous phase
!se your notes "rom phase 1
!se your processing and
analysis "rom phase 2
Put everything in the same order
as that o" your outline
The report is the 9result9 o" your
investigation
+t should have a pro"essional
loo$ and "eel . no spelling
mista$es
+ntroduction
+ntroduce your
topic/investigation
to the reader
Do not give detail .
that &ill come in
the ,ody
=ighlight your
pro,lem statement
and main %uestion
Eody
The discussion o" your
investigation
Paragraph0s2 under each
heading or su,.heading .
paragraphs should consist o"
sentences related to a single
issue or theme
#rite the "irst paragraph a,out
the "irst su,.topic in your
outline
)in$ the "indings( ideas and
evidence &ith paragraphs(
visuals 0graphics such as
graphs2( %ueries( reports( etc7
Give more in"ormation a,out
the su,.topic and support &ith
evidence gathered .
manipulated( processed and
analysed
Cemem,er to cite all ,orro&ed
material( ideas( etc7
Cepeat "or other su,.topics
Ensure that your su,topics and
paragraphs "lo& "rom one to
another so that the reader
could easily understand
Complete the puDDle
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 42 U'e $&,orma"$o&
2 P!" $" a## "o)e"(er5 %om#e"e "(e !JJ#e
- ;se your word processor to finalise the report
- ;se the outline and capture the report using the information, data and supporting evidence from
previous phases
3
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
C(e%+o$&"
At this point, you will have to check if you have done all that is re#uired for the report in phase 3 Also,
ask a peer to check these
Ta'+ Se#, Peer Comme&"
Title Page>
Table of contents>
!ntroduction
$onte7t of investigation>
$lear overview>
Eody
Aeadings and sub=headings>
Hrganisation3
&e#uence>
&upporting evidence>
;nity> related info together>
$oherence>
?o duplication>
?ew knowledge and insight>
/raphics 6 images
&upport te7t>
$orrectly placed>
$aptions>
$onclusion
'ain points>
.ecommendation>
!ntegration of packages>
Page numbers>
.eference>
APA or Aarvard method>
4
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
7 C$&a# %(e%+K Ma+e '!re "(a" *o! L
0 8inalise your report %G 6 pages( using the word processor
9 Prepare the report
5ecide which of the information manipulated6processed will support your discussion6proposal
and will be used in your final report and presentation
Present the findings6solution6recommendation supported by evidence collected6 processed in
previous tasks
3 The report must include3
Title page
Table of contents
-ist of references
Ayperlinks to documents6evidence from previous phases
= Ha&d $&2
&ubmit an appropriate file structure that contains
= An electronic copy of the report %G 6 pages( using the word processor containing the following3
Title page
Table of contents
!ntroduction
Eody6Paragraphs discussing the task and the solution including information,
graphics6images, tables, graphs, #ueries, reports created in Phase 9 to support the
recommendation or findings
$onclusion < give the solution6make a proposal6present your findings6idea
-ist of references %bibliography(
Ayperlinks to documents6evidence from previous phases
= Also hand in a printed copy of the report
E
8
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
Ta'+ 22 U'e $&,orma"$o& 9 C$&a# re'e&"a"$o&A'*&"(e'$'
> Preare "(e re'e&"a"$o& (O"$o&a#)
Colour
Slide Structure
Presentation
Spelling and
Grammar
'ont
Go
over,oard
&ith
animation
Eac$ground
!se distracting
animation
/utlines
Graphs
Conclusion
Do not777
Do
Sho& one
point at a
time
Colour
!se a colour o" "ont that contrasts
sharply &ith the ,ac$ground . e7g7 ,lue
"ont on &hite ,ac$ground
!se colour to rein"orce the logic o"
your structure . e7g7 light ,lue title and
dar$ ,lue te@t
!se colour to emphasiDe a point . ,ut
only use this occasionally
Eac$ground
!se ,ac$grounds that are attractive ,ut
simple
!se ,ac$grounds &hich are light
!se the same ,ac$ground consistently
throughout your presentation
Conclusion
!se a conclusion slide to summariDe the
main points o" your presentation and
suggest action or ma$e
recommendation
/utlines
Ba$e your 1st or 2nd slide an outline
o" your presentation
'ollo& the order o" your outline "or the
rest o" the presentation
/nly place main points on the outline
slide . use the titles o" each slide as
main points
Slide Structure
!se 1.2 slides per minute o" your
presentation
#rite in point "orm( not complete
sentences
+nclude *.3 points per slide
Avoid &ordiness6 use $ey &ords and
phrases only
Graphs
!se graphs rather than >ust charts
and &ords
Data in graphs is easier to
comprehend 1 retain than is ra& data
Trends are easier to visualiDe in graph
"orm
Al&ays title your graphs
Spelling and Grammar
Proo" your slides "or spelling mista$es(
the use o" o" repeated &ords(
grammatical errors you might have
made
Sho& one point at777
#ill help audience
concentrate on &hat you
are saying
#ill prevent audience
"rom reading ahead
#ill help you $eep your
presentation "ocused
'ont
!se at least an 1;.point "ont
!se di""erent siDe "onts "or main points
and secondary points
!se a standard "ont li$e Times 5e&
Coman or Arial
/nly use capital letters &hen
necessary . it is di""icult to read
;
)earner Section
Computer Applications Technology DoE/PAT 2010
Grade 10
Prepare a summary of the report or create a presentation on any related matter
>-1 T(e re'e&"a"$o&
2our presentation must be done using the fourth package that you have studied and could be a
summary of the report or a visual presentation on any related matter pertaining to this year,s PAT
scenario
C(e%+o$&"
At this point, you will have to check if you have done all that is re#uired for phase 3 Also, ask a peer to
check these
Ta'+ Se#, Peer Comme&"
Presentation>
.eadable>
/ood taste> 6 suitable to target audience>
?ot too busy>
Hutlines are used>
&lide structure>
Title slide>
'enu or table of contents>
!ntroduction>
Eody>
$onclusion6findings>
8ont>
Alignment 6 styles>
$olour>
Eackground>
/raphs 6 graphics 6 images >
'ultimedia effects>
Action buttons 6 hyperlinks 6 hotspots>
!ntegration>
Transitions 6 animations>
&pelling and grammar>
@ Ha&d $&
A summary of the report6findings6plan6proposal6solution6recommendation or a visual presentation on any related
matter, using the additional package that you studied, eg slideshow%s( using a presentations program such as
PowerPoint %optional(
To"a# ,or P(a'e 4 M (Reor" 42) N (Pre'e&"a"$o& 22) M E=7F
ENDK
?
)earner Section
Com!"er A#$%a"$o&' Te%(&o#o)*
Pra%"$%a# A''e''me&" Ta'+ (PAT)
2010
A''e''me&" Too#'
This section consists of I pages including this cover page
Copyright reserved Please turn over
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 1 Ta'+ de,$&$"$o&5 ,$&d5 a%%e'' a&d e0a#!a"e $&,orma"$o&
Name o, #ear&er2::::::::::::::::::::::::::::::::::
P(a'e 12 Cr$"er$a
M
a
;
$
m
!
m
M
a
r
+
M
a
r
+

O
6
"
a
$
&
e
d
1 T(e #ear&er de'%r$6e' "(e "a'+Aro6#em $& ($'A(er o1& 1ord'2
7
: 3 9 0 1
$learly described
and unambiguous
< clearly states
where the learner
will go and what
needs to be done
-earner clearly
understands all
aspects of the
task6problem
The description is
clear but with
minor
shortcomings
-earner
understands most
aspects of the
task6problem
The description is
vague, leaving the
reader unsure of
what the purpose
is
-earner
understands some
aspects of the
task6problem
The description is
so vague that no
discernable
purpose can be
found
-ittle evidence of
understanding the
task6problem
?o description
2 T(e ma$& 8!e'"$o& (a' 6ee& o'ed "o (e# %om#e"e "(e "a'+ d$re%" "(e $&0e'"$)a"$o& 1
4 T(e #ear&er %rea"ed a 'e" o, 8!e'"$o&' (a" #ea'" 1= 9 20 o0era##) "o (e# a&'1er "(e ma$& 8!e'"$o& 1
7 Aror$a"e (ead$&)' a&d '!6-(ead$&)' (a0e 6ee& $de&"$,$ed 1
= T(e #ear&er %rea"ed 8!e'"$o&' ,or a## (ead$&)' a&d '!6-(ead$&)' $de&"$,$ed 1
> <!e'"$o&' are )ro!edAarra&)ed a%%ord$&) "o (ead$&)'A'!6(ead$&)' 1
@ A## "(e 8!e'"$o&' are re#e0a&" "o "(e "o$% 1
B T(e 8!e'"$o&' are #a6e##ed a%%ord$&) "o #e0e# 1
D O0era## 0ar$e"*A8!a#$"* o, 8!e'"$o&'
7
-evel 03 $an be answered e7plicitly by facts, eg #uestions starting with 4hat> 4hen> Aow many>
4here> 4ho>
-evel 93 Aelp to e7amine, e7plore, #uery, eg #uestions starting with 4hy> Aow>
-evel 33 Aelp to adjust, alter or predict, eg #uestions starting with !f> 4hat if>
-evel :3 Aelp you to make a judgment, criti#ue, review or find a larger meaning of some sort, eg
#uestions starting with 4ould it be better if> 4hat recommendations> Aow can ! determine>
4hat would be the best way>
: 3 9 0 1
8our levels of
#uestions included
Three levels of
#uestions included
Two levels of
#uestions included
Hnly one level of
#uestions included
?o #uestions
formulated
10 I" $' $&d$%a"ed (o1 ,$&d$&) "(e a&'1er "o "(e 8!e'"$o& 1$## a''$'" "(e $&0e'"$)a"$o&
4
3 9 0 1
8or each #uestion 8or most #uestions 8or less than 51J of the
#uestions
?o indication
11 Po''$6#e 'o!r%e' o, $&,orma"$o& are '!#$ed ,or ea%( 8!e'"$o&
4
3 9 0 1
8or each #uestion 8or most #uestions
KL 51J but M 011J
8or less than 51J of the
#uestions
?one specified
12 Oar$e"* o, 'o!r%e' (I&"er&e"5 o"(er e#e%"ro&$%5 e-)- E&%ar"a5 r$&"ed med$a5 8!e'"$o&&a$re'A'!r0e*'5
$&"er0$e1')
4 3 9 0 1
'ore than two different
types of sources used
Two different types of
sources used
Hnly one type of source
used
?o sources
1
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
14 S!r0e* or 8!e'"$o&&a$re
4
3 9 0 1
'ost appropriate use of
survey or #uestionnaire
4ill provide relevant
data to help the
investigation or answer
the #uestions
;sed and will provide
some useful data to help
the investigation or
answer the #uestions
;sed but not
appropriately
5ata collected not
always relevant
?ot used
17 E0$de&%e o, 'o!r%e' $' a0a$#a6#e5 e-)- %om#e"ed 8!e'"$o&&a$re'5 $&"er0$e1'5 (o"o%o$e'5 '%ree&
d!m' or 'a0ed %o$e' o, 1e6'$"e'
G$0e "1o mar+' ea%( ,or "(e ,o##o1$&) ! "o a ma;$m!m o, > mar+'2 (&o e0$de&%e M 0)
>
$ompleted
#uestionnaires6surveys or
summary of
#uestionnaires6surveys
"vidence of interviews conducted Photocopies6clippings from
printed media or scanned
information from printed media
Printouts or screen shots of e=
mails
$opies or screen shots of whole
web pages from websites %not
te7t copied to word processor
only(
Hther3 -ist
1= Da"aA$&,orma"$o& ,o!&d $' ($)(#$)("edAmar+edA%ro''-re,ere&%edAa&&o"a"edA#$&+ed "o "(e 8!e'"$o&'
a'+ed or "o )ro!' o, 8!e'"$o&'
4
3 9 0 1
8or all major categories
%headings6subheadings(
8or most categories
%headings6subheadings(
8or less than 51J of the
categories
%headings6subheadings(
?ot indicated
1> E0$de&%e "(a" re#e0a&"Aaror$a"e da"aA$&,orma"$o& 1a' ,o!&d5 $-e- mo"$0a"$o& "(a" ,o!&d
$&,orma"$o&Ada"a $' #$+e#* "o d$re%" "(e $&0e'"$)a"$o& or a&'1er "(e 8!e'"$o&'
4
3 9 0 1
8or all categories
%headings6subheadings(
8or most categories <
KL 51J but M 011J
%headings6subheadings(
8or less than 51J of the
categories
%headings6subheadings(
?one
1@ E0$de&%e "(a" "(e d$,,ere&" "*e' o, 'o!r%e' a&d $&,orma"$o& 1ere e0a#!a"ed a)a$&'"
%!rre&%*A"$me#$&e''5 a!"(or$"*5 %o0era)e5 a%%!ra%*
4
3 9 0 1
"valuated against all
four criteria
"valuated against at
least three criteria
"valuated against at
least two criteria
"valuated against only
one criterion or no
evidence
1B E#e%"ro&$% ,$#e '"r!%"!re
2
9 0 1
-earner created an appropriate e=
file structure with subfolders to
store files and evidence that is
clearly labelled
-ogical organiBation within
structure
$reated with minor shortcomings
8ile structure not appropriate or
not clearly labelled or no
subfolders or no logical
organiBation of documents within
structure
?ot created
1D T(e 'e##$&) a&d )rammar o, "(e do%!me&" 1a' %(e%+ed a&d %orre%"ed 1
To"a# ,or P(a'e 12 7=
Comme&"'2
2
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 2 Ta'+ 12 U'e $&,orma"$o& 9 #a&
Ta'+ 22 U'e $&,orma"$o& 9 ro%e''Aa&a#*'e
Name o, #ear&er2::::::::::::::::::::::::::::::::::
P(a'e 22 Cr$"er$a
M
a
;
$
m
!
m
M
a
r
+
M
a
r
+

O
6
"
a
$
&
e
d
P#a&&$&) 9 Ta'+ 1
1 P#a&&$&) do%!me&"
4
3 9 0 1
Planning is clearly done
by section and
paragraph
-earner clearly
understands the
problem and where
he6she is heading
-earner shows insight in
planning and use of
information
Planning is done by
section and paragraph
in most instances
Planning shows some
evidence of
understanding and
insight
Planning done, but not
by section and
paragraph
?o planning
2 T(e #a&&$&) ,rame1or+ $' %rea"ed $& a& aror$a"e ,orma"5 e-)- d$a)ram5 m$&d ma5 '"or*6oard5
1ord o!"#$&e 1$"( (ead$&)' a&d '!6(ead$&)'
1
4 Or)a&$'a"$o& o, $&,orma"$o&
4
3 9 0 1
Planning framework
clearly indicates how
information will be
organised and used
Planning framework
indicates how
information will be
organised and used
with minor
shortcomings
8ramework given but
not clear on how
information will be
organised and used
?ot included
7 <!e'"$o&'
4
3 9 0 1
Planning framework
clearly outlines and
indicates where the
#uestions %grouped
according to headings
and subheadings( will
be accommodated in
the final report
Planning framework
outlines and indicates
where the #uestions
%grouped according to
headings and
subheadings( will be
accommodated in the
final report but with
minor shortcomings
8ramework given but
not clear on how
#uestions will be
accommodated
?ot indicated
= Para)ra('
2
9 0 1
Planning framework indicates
briefly what one could e7pect in
each paragraph
Planning framework indicates
briefly what to e7pect for some
paragraphs6sections
?o indication
> P#a&&$&) do%!me&" $&d$%a"e' (o1 a## "(e d$,,ere&" a#$%a"$o& ro)ram' 1$## 6e !'ed "o 'o#0e "(e
ro6#em
1
@ .ord ro%e''or 4
3 9 0 1

Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
The use of the word
processor is most
appropriate in all
instances in the conte7t
of the task6directing the
investigation
The use of the word
processor is appropriate
in most instances in the
conte7t of the
task6directing the
investigation
The use of the word
processor is not always
appropriate
?ot appropriate at all
B Sread'(ee"
4
3 9 0 1
The use of the
spreadsheet is most
appropriate in all
instances in the conte7t
of the task6directing the
investigation
The use of the
spreadsheet is
appropriate in most
instances in the conte7t
of the task6directing the
investigation
The use of the
spreadsheet is not
always appropriate
?ot appropriate at all
D Add"$o&a# a%+a)e (o"$o&a#)
4
3 9 0 1
The use of the
additional package is
most appropriate in all
instances in the conte7t
of the task6directing the
investigation
The use of the
additional package is
appropriate in most
instances in the conte7t
of the task6directing the
investigation
The use of the
additional package is
not always appropriate
?ot appropriate at all
U'e o, a#$%a"$o& ro)ram' 9 Ta'+ 2
Sread'(ee"
10 De'$)&
4
4 2 1 0
The design and
formatting of the
spreadsheet allows for
easy interpretation of
information
!nformation can be
interpreted but there are
minor shortcomings
'ostly clear and easy
to interpret
&ome vague areas 5ifficult to interpret or
not clear
11 C!&%"$o&'A,orm!#aeA%a#%!#a"$o&'
4
4 2 1 0
8unctions6formulae6
calculations used are
meaningful
5efinitely answers
#uestions and
contributes to the
solution
8unctions6formulae6
calculations answer
#uestions but with some
minor gaps
$ontribution to solution
not always clear or
sometimes forced
;sed but shows little
evidence of
understanding the
problem
?ot used
12 U'e o, Gra((')
2
2 1 0
/raph%s( included are
meaningful and serve a purpose
5efinitely answers #uestions and
contributes to the solution
/raph%s( do not always serve a
purpose or contribute to
answering #uestions C8orced, in
some instances
?o graphs included
To"a# ,or Ta'+' 1 P 2 40
Comme&"'2
*
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
P(a'e 4
Ta'+ 12 U'e $&,orma"$o& 9 C$&a# re'e&"a"$o&A'*&"(e'$' 9 Reor"
Ta'+ 22 U'e $&,orma"$o& 9 C$&a# re'e&"a"$o&A'*&"(e'$' 9 Pre'e&"a"$o&
Name o, #ear&er2::::::::::::::::::::::::::::::::::
Ta'+ 12 Cr$"er$a
M
a
;
$
m
!
m
M
a
r
+
M
a
r
+

O
6
"
a
$
&
e
d
Reor"
Introduction
1 I&"rod!%"$o&
2
2 1 0
Problem clearly stated .eader
knows what the report is about
&ome shortcomings ?o introduction
*lo! o thought
2 Or)a&$'a"$o& o, $&,orma"$o&
2
2 1 0
4ell organised using
headings6subheadings that
group related information
together
Aeadings6subheadings do not
always group related information
?o information or no
headings6subheadings used
4 Gra($%'A$ma)e'
2
2 1 0
.elevant and support or e7plain
content in meaningful manner
4oven into report
5o not always support or e7plain
content or not always meaningful
or not always part of report
?o graphics6images or totally
irrelevant
+roblem ,-ypothesis. and conclusion
7 Co&"e&" 0'- "(e or$)$&a# ro6#em ((*o"(e'$') 9 "(e 8!e'"$o&' o'ed $& re0$o!' "a'+'
2
2 1 0
$ontent relates to the original
problem6#uestions posed $lear
relationship throughout
&ome shortcomings ?o relationship
= Da"a or $&,orma"$o&
2
2 1 0
?o duplication of data or
information
&ome data or information
unnecessary duplicated
'any instances of duplication
> C$&d$&)'
2 2 1 0
$lear and make sense ?ot always clear or meaningful ;nclear or not meaningful
@ Proo'a#A#a&A'o#!"$o&'Are%omme&da"$o&'
2
2 1 0
4ell=supported by data or
evidence in a meaningful
manner
&ome shortcomings < not always
supported or not always
meaningful
?o data or evidence to support or
not meaningful
B H*er#$&+' "o e0$de&%e
2
2 1 0
Active hyperlinks to supporting
documentation and6or evidence
&ome shortcomings, eg
hyperlinks not active or not
working correctly
?o hyperlinks
D Co&%#!'$o& 2
2 1 0
3
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
$onclusion answers the main
#uestion and provides a clear
finding6solution6recommendation6
plan6 proposal
$onclusion does not answer the
main #uestion or does not provide
a clear finding6solution6
recommendation6 plan6 proposal
?o conclusion
4
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
10 T(e #ear&er %rea"ed &e1 +&o1#ed)eA"(o!)(",!# $dea'
7
7 4 2 1 0
-earner created
new knowledge6
thoughtful ideas
!nformation is well
manipulated and
processed
$onveys new
knowledge6original
ideas which
effectively
addresses original
problem or issue
&hows good
insight
'inor
shortcomings
'ostly conveys
new knowledge6
original ideas
which addresses
original problem or
issue
&hows insight
'ostly conveys
knowledge6ideas of
others which
addresses original
problem or issue
but attempted to
understand and
manipulate some
of the information
&hows some
insight
$onveys
knowledge6ideas
of others with
regard to the
original problem or
issue
-ittle evidence of
effort to
understand and
process
information
-earner copied
and pasted large
parts
-ittle evidence of
understanding the
problem or issue
11 I&"e)ra"$o& 6e"1ee& a%+a)e'
4
4 2 1 0
!ntegration between
packages is very
meaningful in all
instances
!ntegration has a clear
purpose and
contributes to the
solution in every
instance where used
!ntegration between
packages is meaningful
and has a purpose in
most instances
'inor shortcomings
$ontributes to the
solution in most
instances
!ntegration does not
always serve a purpose
or does not contribute to
the solution
8orced in most instances
?o integration
+hysical outlay and handling o sources
12 T$"#e a)e 1
14 Ta6#e o, %o&"e&"' 1
17 Re,ere&%e' 1
1= So!r%e' %$"ed %orre%"#*5 !'$&) APAQ or Har0ard me"(od 1
.ord ro%e''$&)
1> A!"oma"$% a)e &!m6er$&) !'ed o& a## a)e'5 e;%e" %o0er a)e 1
1@ Se##$&) a&d )rammar
2
2 1 0
&pelling and grammar checked
and corrected
?o evidence of obvious spelling
and grammar errors
Hne or two errors 'ore than two errors
1B C$#e or)a&$'a"$o&
4
3 9 0 1
8iles and documents are
well organised using
folders and subfolders
All files and folders are
clearly labelled and easy
to find
-ogical organisation
within structure
8iles and documents
organised and labelled
with minor shortcomings
?ot always easy to find
or not clearly labelled
A folder structure used
but files and documents
disorganised, difficult to
find
?o folder structure or
only one folder
8
Assessment Tools
Computer Applications Technology DoE/PAT 2010
Grade 10
Add$"$o&a# a%+a)e . Criteria for presentations* web authoring* destop publishing
1
+hysical appearance
1D T$"#e a)eA'#$deA,ro&" %o0er 1
20 Ta6#e o, %o&"e&"' or me&! 1
21 I&"rod!%"$o& %#ear#* '"a"e' 1(a" "(e a!d$e&%e %a& e;e%" 1
22 T(e 6od* '#$de'Aa)e' are arra&)ed #o)$%a##* a%%ord$&) "o "(e %o&"e&"A'!6(ead$&)' 1
24 A%"$o& 6!""o&'A(o" 'o"'A(*er#$&+' !'ed "o #$&+ "o o"(er 'e%"$o&'A'#$de'A'!or"$&) do%!me&"a"$o& 1
27 Lo)$%a# &a0$)a"$o& "(ro!)( a%"$o& 6!""o&'5 (o" 'o"' or (*er#$&+' 9 add' 0a#!e 1
2= T(e %o&%#!'$o& '!))e'"' a 'o#!"$o&A%o&0e*' a me''a)e 1
2> T(e '!mmar*A'o#!"$o&' 'o#0e' "(e ro6#em '"a"ed $& "(e $&"rod!%"$o& 1
2@ Gra($%'A$ma)e' e;#a$&Ae&(a&%e %o&"e&"Amo"$0a"e 'o#!"$o&Are%omme&da"$o& 1
2B Aror$a"e a&d "a'"e,!# !'e o, %o#o!r' o, 6a%+)ro!&d a&d ,o&"' (%o&'$'"e&" !'e o, %o#o!r5
aeara&%e' a&d '"*#e')
1
2D Aeara&%e '!$"ed "o "ar)e" )ro! 1
40 Se##$&) a&d )rammar %(e%+ed
2
2 1 0
&pelling and grammar checked
and corrected
?o evidence of obvious spelling
and grammar errors
Hne or two errors 'ore than two errors
41 U&$,orm a#$)&me&" a&d '"*#e' 1(ere &eeded "o )$0e ro,e''$o&a# aeara&%e 1
42 <!a#$"* o, m!#"$med$a e,,e%"'2 'ar$&)#*5 aror$a"e#*5 "a'"e,!##* a&d ro,e''$o&a##* !'ed 1
44 <!a#$"* o, a&$ma"$o&2 "a'"e,!##* !'ed o& "e;"5 $ma)e' a&d )ra(' 1(ere $" %o&"r$6!"e' "o mea&$&) 1
47 <!a#$"* o, "ra&'$"$o&'A"$m$&)' 1$"( re)ard "o a&$ma"$o&'2 'ar$&)#* !'ed5 aror$a"e5 "a'"e,!# a&d
mea&$&),!#
1
4= S#$de'Aa)e' &o" "oo R6!'*S 1
4> I&"e)ra"$o&
2
2 1 0
!ntegration with other program%s(
has a clear purpose
!ntegration does not always
serve a purpose
8orced in some instances
?o integration
To"a# ,or P(a'e 4 Ta'+ 1 P 2 ==
SUMMARY
P(a'e Ta'+
Po''$6#e
Mar+
Mar+
O6"a$&ed
P(a'e 1 Task definition, find, access and evaluate information :5
P(a'e 2
Task 0 * 9
;se of information < plan, process, analyse
31
P(a'e 4
Task 0 = ;se of information < synthesise, report %.eport( 35
Task 9 = ;se of information < synthesise, report %Presentation( 91
140
N The most widely used style in the social sciences is that of the American Psychological Association %APA(
1
&uitable assessment criteria must be substituted if another package other than a web=authoring, presentations program or
5TP package is used.
;
Assessment Tools