This curriculum guide contains fourteen modules. There is one 50-hour core module developed for each of the three information processing courses. The topics within the core modules serve as the means for developing the content, processes, skills, and attitudes required for understanding information processing.
Module 1, the core module for Information Processing 16, is entitled Information Processing for Personal Use. Module 2, the core module of Information Processing 26, is entitled Business Information Processing. Managerial Information Processing is contained in the 50-hour core module of Information Processing 36. Information Processing 16 is the prerequisite for Information Processing 26 or 36.
Along with the core module for each level, two 25-hour optional modules will be selected to complete the 100 hours necessary for a Practical and Applied Arts credit at the Secondary Level. Ten 25-hour optional modules (with identified prerequisite modules) have been developed to allow teachers, principals and school divisions the flexibility to select cooperatively the optional modules desired to complete the information processing program at the 16, 26 and 36 levels. At the grade 10 level, Module 4, entitled Keyboarding and Word Processing, must be used allowing for the selection of one other 25-hour optional module to complete the Information Processing 16 course requirement. It is expected that a student progressing through the Information Processing 16, 26, 36 program will have instruction from the three 50-hour core modules, Module 4, and five different 25-hour optional modules. The nature of Information Processing expects that the integration of learning from core and optional modules will occur. Once module selection for each of the Information Processing courses is made, teachers are encouraged to look for opportunities to integrate learning throughout the modules while ensuring that students attain the foundational objectives identified for each module.
Each of the modules in this guide follows a similar structure. The Foundational Objectives for the Information Processing curriculum modules and the Common Essential Learnings are statements of what students should be able to achieve in Information Processing 16, 26, 36. Stating objectives for the Common Essential Learnings is a reminder that one of the primary focuses of the Information Processing 16, 26, 36 curriculum is the incorporation of the Common Essential Learnings into instruction. They are described as foundational because they are general, guiding objectives. Foundational objectives in the Common Essential Learnings are meant to be achieved over a student's entire school experience; therefore, students may come to the Information Processing classes with some understanding of these concepts, gained in previous Information Processing classes or in other areas of study. Teachers should encourage the development of student understanding of the objectives listed, and others that are perceived as appropriate for that module, during the study of the course.
The foundational objectives for Information Processing describe the broad intent of the module. They are intended to give the module its focus and structure. Learning Objectives suggested in the module promote the accomplishment of each foundational objective. The learning objectives define more specifically what will be dealt with during the module of study. They serve as the means for facilitating and developing the content, processes, skills and attitudes required for understanding Information Processing. The learning objectives are numbered to relate to a specific module for ease of reference.
Instructional Notes are included to provide more detailed guidance and information that may be emphasized in regard to the learning objectives.
Suggested Instructional Strategies and Assessment Techniques have been included to provide teachers with instructional and assessment proposals that may be incorporated into the classroom setting. Throughout each module, a variety of suggestions is included to facilitate the learning objectives. Teachers are not expected to implement all the suggestions that are given; however, teachers are encouraged to select or adapt the suggestions as needed.
The Core Curriculum and Other Initiatives section in this curriculum guide provides supplemental information on Core Curriculum and other Saskatchewan Education, Training and Employment initiatives that are addressed and integrated throughout the curriculum. Discussion on the approaches to instruction and assessment and evaluation in Information Processing have been included to provide assistance to teachers on how they may facilitate student acquisition and application of information processing concepts, skills, and attitudes.
By using the Adaptive Dimension and by giving careful consideration to the learning objectives, instructional notes, and the suggested instructional strategies and assessment techniques provided, the foundational objectives for both Information Processing and the Common Essential Learnings can be accomplished. To facilitate the process, teachers are encouraged to add personal notes and information to the supplemental information provided in the Resources/Teacher Notes section.
Figure 2 below illustrates how this curriculum guide is structured.
