The following is a comprehensive summary of the foundational, C.E.L.s and learning objectives identified for each module in the Information Processing curriculum. Further information and specific content of each module follows.
Note to Readers: Integration of learning from core and optional modules will occur throughout the Information Processing program. Teachers are encouraged to seek opportunities to integrate student learning from the modules chosen for a 100-hour course. Integration that takes place should facilitate student acquisition of the foundational objectives of each selected module.
Overview of Information Processing Modules |
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|---|---|---|---|
| Module 1 | Module 2 | Module 3 | Module 4 |
| Module 5 | Module 6 | Module 7 | Module 8 |
| Module 9 | Module 10 | Module 11 | Module 12 |
| Module 13 | Module 14 |
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
Note: Integration of learning from core and optional modules will occur throughout the Information Processing program. Teachers are encouraged to seek opportunities to integrate the learning objectives from the modules to facilitate student acquisition of the foundational objectives of the selected modules.
Introductory Objectives to be Completed by All Students
1.1 Explain the importance of information processing in personal life and in business activities.
1.2 Develop work habits and positive attitudes that will enhance future educational and work experiences.
1.3 Identify, define, and describe the features and terminology related to microcomputers.
1.4 Apply information regarding the use and care of computer equipment by consistently demonstrating its appropriate use and care.
1.5 Apply the principles of ergonomics and time management by demonstrating their use in daily activities.
1.6 Use word processing software as a learning tool in the development of touch keyboarding skills.
1.7 Assess beginning touch keyboarding skill development to determine individual touch keyboarding practice.
Keyboarding Objectives for Students with Little or No Touch Keyboarding Skills (Approximately 15 hours).
1.8 Recognize and demonstrate the elements of good touch keyboarding technique.
1.9 Execute and practise the skill of touch keyboarding the alphabetic, numeric, punctuation, and basic service keys.
Keyboarding Objectives for Students who have Acquired Touch Keyboarding Skills (Approximately 15 hours)
1.10 Recall and demonstrate the skill of touch keyboarding (alphabetic, numeric, punctuation, and basic service keys) that has been acquired in Elementary and Middle Years.
1.11 Use acquired keyboarding skills to complete a project of interest to the student.
Keyboarding Objectives for All Students to Build Proficiency and Productivity.
1.12 Translate the theory of good touch keyboarding technique by demonstrating its proper use daily.
1.13 Proofread for errors in hard and soft copy and use the most commonly applied proofreaders' marks.
1.14 Develop and improve cursor movement and error correction techniques.
1.15 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rate.
1.16 Use keyboarding rates to assist in applying the three phases of the keystroking proficiency development plan.
1.17 Develop keystroke proficiency and improve touch keyboarding skill in the execution and application of the alphabetic, numeric, punctuation, and basic service keys (Development and Improvement Phase).
1.18 Practise the skill of keyboarding the basic symbol keys, using the designated finger of the correct hand, and use the appropriate symbol as required.
1.19 Practise the skill of touch keyboarding the figures of the numeric keypad, entering figures rapidly and accurately.
1.20 Demonstrate good technique and improved speed and accuracy in the keyboarding of various copy including alphabetic, handwritten, rough draft, and statistical copy.
Information Processing Objectives to be Completed by All Students and to be Integrated with Keyboarding Objectives.
1.21 Describe the components of communication and demonstrate the use of effective written and oral communication.
1.22 Describe how ecological concerns affect the processing of information and how it may be addressed in personal life.
1.23 Differentiate between a variety of reference and resource materials and use them as necessary in the processing of information.
1.24 Compose at the keyboard a letter of application and a résumé.
1.25 Assess the importance of touch keyboarding and the capabilities of computer software for information processing.
Foundational Objectives
At the end of this module, the student will be able to:
° memoranda;
° letters;
° tabular displays; and,
° reports.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
2.1 Describe the role of the office worker in processing information in a business setting.
2.2 Organize and arrange documents in the preparation and presentation of a student reference manual.
2.3 Develop work habits and attitudes that will enhance future educational and business experiences.
2.4 Review the basic fundamentals of computer hardware and software.
2.5 Review the keys of the keyboard and reinforce good keyboarding techniques by determining keyboarding strengths and areas requiring improvement.
2.6 Use proofreading skills and proofreaders' marks in editing completed work.
2.7 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rates.
2.8 Use keyboarding rates to assist in applying the three phases of the keystroking proficiency development plan.
2.9 Summarize and demonstrate the importance of ergonomics for employee productivity.
2.10 Develop keystroke proficiency and improve touch keyboarding skill in the execution and application of the alphabetic, numeric, punctuation, symbol, and basic service keys.
2.11 Relate the issues of computer ethics and security to employee responsibility in the use of computers in business.
2.12 Use the software applications of word processing, spreadsheet, database, communication, and graphics to produce simple documents.
2.13 Be aware of ecological concerns and be able to demonstrate the ability to address ecological concerns in personal life and in the workplace.
2.14 Express and demonstrate the importance of time management within a business organization.
2.15 Identify and apply knowledge of the importance of good human relations skills by demonstrating their use daily.
2.16 Differentiate between and demonstrate the use of a variety of resources that may be accessed to assist in processing information.
2.17 Describe and incorporate new word processing functions effectively to produce business documents.
2.18 Demonstrate the use of basic business writing skills and the cycle for composition.
2.19 Compose and produce letters, memoranda, tabular displays, and reports.
2.20 Describe the use of the telephone and other business communication technology.
2.21 Develop and demonstrate basic telephone etiquette and techniques, noting their importance to the success of a business.
2.22 Distinguish among the use of numerous methods of distributing information in business.
2.23 Examine and select the appropriate services provided by the postal system.
2.24 Distinguish among and outline the important aspects of reprographic methods used in business, comparing cost and features.
2.25 Examine the purpose of records management and describe the features of an efficient records management system.
2.26 Examine and outline the common filing systems used in business.
2.27 Organize and experience the alphabetizing of records manually and with the use of a database management software application.
2.28 Assess the knowledge, processes, skills, and attitudes acquired in this module, relating them to the information processing cycle.
Foundational Objectives
At the end of this module, the students will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
3.1 Summarize and explain the importance and use of information processing for managers, recognizing changing office environments.
3.2 Identify and demonstrate professional work habits and attitudes through developing and conducting performance appraisals.
3.3 Use organization and management strategies to assist in problem solving and the completion of tasks.
3.4 Review the basic fundamentals of computer hardware and software, recognizing differences among a variety of computer hardware systems and software applications.
3.5 Review information regarding the proper use and care of computer equipment, relating it to management decision making.
3.6 Develop touch keyboarding technique further by demonstrating effective daily practise on drill or production work in the execution of the following keys: alphabetic, numeric, punctuation, symbol, special purpose, function, and the numeric keypad.
3.7 Review the importance of proofreading and the use of proofreaders' marks in identifying and correcting errors in the production of error-free copy.
3.8 Review the calculation of keyboarding rates.
3.9 Use computer hardware and software applications recognizing the efficiency of integrated office information systems.
3.10 Design an office environment considering the application of ergonomic, human, and environmental issues affecting workplace productivity.
3.11 Use a variety of communication skills necessary to meet the demands of the global marketplace.
3.12 Compose, format, and distribute a variety of business documents.
3.13 Edit composed documents for content, conciseness, and clarity, accessing the necessary resources.
3.14 Summarize various methods of information input and output that may be used for processing information.
3.15 Develop dictation and transcription skills for processing information.
3.16 Plan, organize, announce, and conduct a meeting or conference.
3.17 Distinguish between the important and unimportant information necessary to process minutes of meetings.
3.18 Synthesize the procedures for organizing and planning business travel arrangements by preparing a travel itinerary.
3.19 Make decisions for replicating and distributing information respecting copyright.
3.20 Justify the potential of the paperless office, recognizing system security concerns.
3.21 Research and describe various information processing career areas.
3.22 Prepare a personal résumé and a letter of application.
3.23 Discuss the need for job interviews and partake in mock interviews to practise interview skills.
3.24 Demonstrate the effective use of information processing processes and skills by planning, preparing, and giving a presentation to an audience.
Foundational Objectives
At the end of this module, the student will be able to:
° unbound reports;
° personal-business letters;
° personal letters; and,
° envelopes.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
4.1 Identify and demonstrate the use of a variety of word processing functions that may be used in word processing personal documents.
4.2 Annotate and produce correctly-formatted single-page and multiple-page unbound reports.
4.3 Prepare a title page for a report recognizing the need for essential elements of a title page.
4.4 Annotate and produce correctly-formatted reference pages.
4.5 Annotate, produce, and compose correctly-formatted personal-business letters in extreme block letter style with open punctuation and accompanying envelopes.
4.6 Distinguish between the personal-business letter and the personal letter, recognizing the differences while composing and formatting the personal letter.
4.7 Interact with the business community integrating the knowledge, processes, attitudes, and keyboarding skills attained to complete a personal project following the information processing cycle.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
5.1 Identify and describe application software and its place in the information processing cycle.
5.2 Describe the purpose, features, and components of electronic data communications systems.
5.3 Demonstrate the use of electronic communication software capabilities to distribute and access information.
5.4 Describe the purpose, characteristics, and terminology associated with database management applications software and justify its use.
5.5 Plan and design computer database files.
5.6 Use features of database management applications software to process information.
5.7 Describe the purpose, characteristics, and terminology associated with spreadsheet applications software, and justify its use.
5.8 Explain and use the mathematical features characteristic of spreadsheet application software.
5.9 Use features of spreadsheet applications software to process information.
5.10 Prepare and analyze statistical graphs using spreadsheet application software.
5.11 Examine and use computer graphics in the processing of information.
5.12 Select and use the appropriate computer applications software to solve a variety of information processing problems.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
6.1 Examine and describe the role of the entry-level office worker in processing information for business.
6.2 Demonstrate time management, ergonomics, work ethics, and attitudes desirable for workplace success.
6.3 Analyze a variety of basic business forms and complete forms following correct procedures.
6.4 Design and complete computer processed forms.
6.5 Analyze the function of basic financial forms and experience the procedures for handling cash.
6.6 Identify and demonstrate the human relations and oral communication skills commonly used in a business setting by entry-level employees.
6.7 Develop written communication skills by composing, editing, and formatting business letters and memoranda.
6.8 Describe the procedures for handling incoming and outgoing correspondence, distinguishing between a variety of methods for distributing correspondence.
6.9 Assess, from experiences of this module, the role and expectations of entry-level employees.
Foundational Objectives
At the end of this module, the student will be able to:
° business letters;
° business memoranda;
° tabular displays; and,
° bound reports.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies.
However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
7.1 Continue to develop effective touch keyboarding skill to produce documents efficiently and effectively.
7.2 Identify and name elements of, and activities involved in, the word processing document cycle.
7.3 Describe the goals of a business information processing system, respecting efficiency in work completed.
7.4 Demonstrate the word processing and document preparation skills necessary to prepare business documents.
7.5 Master and apply formatting skills to enable efficient and effective production.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
8.1 Explain the terminology associated with records management systems while analyzing the purpose and features of efficient information management systems.
8.2 Describe and experience some paper-based filing systems, including alphabetic, subject, numeric, geographic, and chronological filing systems.
8.3 Examine the purpose, characteristics, and terminology associated with database management applications software.
8.4 Assess and justify the use of database management applications software in processing information.
8.5 Use database management applications software to manage data electronically, applying the alphabetic, numeric, geographic, chronological, and subject filing systems.
8.6 Design and present solutions to business problems using database management applications software.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
9.1Review and apply the features and applications of word processing, database management, spreadsheet, graphics, and communications software.
9.2 Investigate and describe the features, advantages, and limitations of integrating software applications.
9.3 Describe terminology and features associated with integrating software applications and demonstrate the use of these features in classroom activities.
9.4 Integrate information accessed from a variety of sources to complete projects efficiently and solve a variety of problems.
Foundational Objectives
At the end of this module, the student will be able to:
• develop further keyboarding, word processing and problem-solving skills enabling the efficient processing of information.
• develop confidence in using keyboarding, problem-solving, and word processing skills to design and produce documents that may include:
° legal documents;
° notices, agendas, and minutes of meetings;
° travel itineraries;
° business letters;
° business memoranda; and,
° tabular displays.
• understand that a variety of alternatives and solutions may be acceptable in solving a problem.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
• provide opportunities for students' active involvement in decision-making related to technological developments in information processing. (TL)
•promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts. (CCT)
Learning Objectives
10.1 Develop further the effective touch keyboarding skill to produce documents efficiently and effectively.
10.2 Identify and perform elements of, and activities involved in, the word processing document cycle.
10.3 Experience the word processing document cycle by recalling and using appropriate word processing skills in the preparation and production of documents.
10.4 Analyze and apply the steps in a problem-solving model and use word processing skills to produce business documents.
10.5 Demonstrate the effective integration of word processing and problem-solving skills to produce documents used by managers.
Foundational Objectives
At the end of this module, the student will be able to:
°letters;
°memoranda; and,
°reports.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
11.1 List and describe stages in the writing process.
11.2 Analyze and experience the steps in the prewriting stage of the writing process.
11.3 Analyze and experience the steps in the writing stage of the writing process.
11.4 Analyze and apply the steps in the revising stage of the writing process.
11.5 Apply the three stages of the writing process, integrating writing strategies to produce letters, interoffice memoranda, and reports.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
12.1 Define desktop publishing and describe the desktop publishing cycle.
12.2 Identify and describe the desktop publishing hardware and software requirements.
12.3 Describe the advantages and terminology associated with desktop published documents.
12.4 Use a planning process for preparing desktop published projects.
12.5 Demonstrate the use of desktop publishing software features in preparing projects.
12.6 Design and produce documents using desktop publishing application software.
Foundational Objectives
At the end of this module, the student will be able to:
At the end of Module 13, the teacher, principal, and director should make these steps in the process:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Learning Objectives
13.1 Examine and discuss the roles and ethics of employees and employers in the workplace.
13.2 Differentiate and explain the roles and expectations of a student in a classroom and of an employee in the workplace.
13.3 Develop and identify relationships between education and jobs.
13.4 Explore career interests and consider whether these fields of interest may be suitable for career opportunities in information processing.
13.5 Be aware of the management and procedures for processing information used in the place of business and to decide at what step of the information processing cycle each procedure would fit.
13.6 Identify and describe entrepreneurial opportunities that may exist in the workplace.
13.7 Assess and share work placement experiences.
Note: This module may be used once in a student's program for Information Processing 16, 26, 36.
This module's objectives will be developed locally, based on the immediate needs of the school. For example, this module may accommodate advancements in technology related to Information Processing or it may be developed to extend student knowledge and skills in Information Processing.
Teachers using module 14 will need to develop the module following the format of other Information Processing modules. To give the module its focus and structure, Foundational Objectives will be identified. Foundational
Objectives are broad statements describing what students will be able to achieve at the end of the module as reflected by the broad aim and goals for Information Processing (see page 5). Teachers may need to consider prerequisite student knowledge and skills. General, guiding objectives for the Common Essential Learnings will also be identified as a reminder that one of the primary focuses of this module will be the incorporation of the Common Essential Learnings into classroom instruction.
Specific learning objectives that promote the accomplishment of each foundational objective will be developed. These will serve as the means for facilitating and developing the content, processes, skills, and attitudes of the module. It is expected that Core Curriculum and other Saskatchewan Education, Training, and Employment initiatives will be adhered to within the development and implementation of this 25-hour optional module. For example, resources selected for use in this module should be free of bias with respect to gender, age, culture, ethnicity, and socio-economic status.