Module 4: Computer Applications: An Introduction to Word Processing and Formatting ...................25 hours
Suggested Prerequisite: Module 1 or 2
Learning Competencies
By the end of Module 4, students should be able to:
- Identify the basic parts of the computer and demonstrate the proper care and handling of equipment and software.
- Demonstrate understanding and use of basic computer terminology.
- Key the alphabetic keyboard by touch, using the correct finger of the correct hand. The term alphabetic keyboard includes all letters of the alphabet, plus the following keys: semicolon; colon; apostrophe; quotation mark; comma; period; the tab key; the shift keys; the diagonal; and the question mark.
- Key the numeric keyboard (numbers located above the alphabetic keys) by touch.
- Use the correct hand for special purpose keys to include: cursor (arrow) keys; escape key; backspace key; caps lock key; control key; insert key; delete key; and the break key.
- Key the symbol keys using the designated finger of the correct hand.
- Demonstrate proper technique.
- Demonstrate the skill of touch keyboarding with appropriate speed and accuracy for personal use.
- Demonstrate the ability to compose at the keyboard.
- Demonstrate competence in introductory formatting skills.
- Demonstrate the ability to proofread documents competently, identifying all uncorrected errors and revising accordingly.
- Apply Middle Level keyboarding skills to both personal and school situations whenever the opportunity to use a keyboard/computer arises.
- Use the microcomputer and word processing software to key, correctly format, and produce specified personal-use documents,
including personal letters, personal-business letters, and unbound reports with title and reference pages.
- Use the microcomputer and word processing software to perform word processing tasks effectively, including recalling, inserting, printing, deleting, displaying, replacing, restoring, spell checking, and using the thesaurus, if available.
- Understand and apply frequently-used proofreaders' marks.
Suggested Content and Time Requirement
- Editing and Proofreading Integrated
- Intermediate Formatting
- Skills***..................... 5 hours
- Format Correspondence ................... 4 hours
- - format two personal letters
- - format two personal-business letters in full block style with open punctuation
- Correspondence Composition at the Keyboard ................. 3 hours
- Compose and format a personal letter and a personal-business letter
- Format Reports................... 5 hours
- - format a one-page unbound report
- - format a two-page unbound report
- - format a reference page (bibliography)
- - format a title page
- Composition of Report at the Keyboard ...................8 hours
- Research, compose, and format a short, unbound report accessing electronic reference software, if available. The report will include a title page and bibliography.
- Total Time Required................ 25 hours
***Intermediate Formatting Skills may enable students to perform the following tasks:
- Recall and Revise a Document
- - recall previously-saved document
- - use proofreaders' marks
- - use insert feature to revise
- - use delete feature to revise
- - scroll to review text
- - use the spell check feature
- - use the thesaurus feature
- - use the help feature as required
- - proofread, edit, and save revised document
- - print
- Display Text
- - centre, underscore, bold, and indent text
- - insert centre, underscore, bold, and indent features
- - centre text vertically on a page
- - replace and restore text
- Format Documents
- - adjust defaults including line spacing, tab settings, left and right margins, top and bottom margins, and text justification
- - insert and delete hard page breaks
Module 5: An Introduction to Graphics Applications............. 10 hours
Suggested Prerequisite: Module 4
Learning Competencies
By the end of Module 5, students should be able to:
- Identify the basic parts of the computer and demonstrate the proper care and handling of equipment and software.
- Demonstrate understanding and use of basic computer terminology.
- Key the alphabetic keyboard by touch, using the correct finger of the correct hand. The term alphabetic keyboard includes all letters of the alphabet, plus the following keys: semicolon; colon; apostrophe; quotation mark; comma; period; the tab key; the shift keys; the diagonal; and the question mark.
- Key the numeric keyboard (numbers located above the alphabetic keys) by touch.
- Use the correct hand for special purpose keys to include: cursor (arrow) keys; escape key; backspace key; caps lock key; control key; insert key; delete key; and the break key.
- Key the symbol keys using the designated finger of the correct hand.
- Demonstrate proper keyboarding technique at all times.
- Demonstrate the ability to compose at the keyboard.
- Demonstrate competence in introductory formatting skills.
- Demonstrate the ability to proofread documents competently, identifying all uncorrected errors and revising accordingly.
- Apply Middle Level keyboarding skills to both personal and school situations whenever the opportunity to use a keyboard/computer arises.
- Demonstrate understanding of the purpose and contribution of graphics.
- Use computer hardware and word processing software, with graphics capabilities or desktop publishing software, to produce simple personal-use documents.
Suggested Content and Time Requirement
Total Time Required ...............10 hours or more
Once students have learned to touch keyboard and format work using word processing software, the addition of graphics may motivate and captivate learners. Teachers may begin this module by having the student produce simple fliers or banners.
Using the font and graphics features of word processing or desk top publishing software, students may create, view, save, and print one or more of the graphics application projects identified below. If available, computer paint programs could be used in this module.
The following project ideas are offered, along with possible processes to their publication.
- Create a Letterhead
- - create a letterhead style
- - add text
- - save the letterhead
- - print the letterhead
- - recall and revise letterhead
- - box text
- - add shading
- - add a horizontal line
- - add a footer
- - add a graphic
- - save the letterhead
- - print the letterhead
- Challenge Project: Create a Personalized Letterhead
- Create a Flyer
- - create the top section of the flyer
- - create the mid-section of the flyer
- - create the bottom section of the flyer
- - print the flyer
- Challenge Project: Create a Personalized Flyer
- Create an Invitation or a Poster
- - create a border
- - key text within that border
- - print the invitation or poster
- Challenge Project: Create a Personal Invitation or Poster
- Create a Newsletter
- - set up newspaper style columns
- - key text for newsletter body
- - retrieve a graphic figure
- - create and use various fonts and font sizes
- - create a text box
- - retrieve text for newsletter
- - right justify the newsletter text
- - print the Newsletter
- Challenge Project: Create Your Own Newsletter
Module 6: Information Processing: A Project .................25 hours
Suggested Prerequisite: Module 4
Learning Competencies
By the end of Module 6, students should be able to:
- Identify the basic parts of the computer and demonstrate the proper care and handling of equipment and software.
- Demonstrate understanding and use of basic computer terminology.
- Key the alphabetic keyboard by touch, using the correct finger of the correct hand. The term alphabetic keyboard includes all letters of the alphabet, plus the following keys: semicolon; colon; apostrophe; quotation mark; comma; period; the tab key; the shift keys; the diagonal; and the question mark.
- Key the numeric keyboard (numbers located above the alphabetic keys) by touch.
- Use the correct hand for special purpose keys to include: cursor (arrow) keys; escape key; backspace key; caps lock key; control key; insert key; delete key; and the break key.
- Key the symbol keys using the designated finger of the correct hand.
- Demonstrate proper keyboarding technique at all times.
- Demonstrate the ability to compose at the keyboard.
- Demonstrate competence in introductory formatting skills.
- Demonstrate the ability to proofread documents competently, identifying all uncorrected errors and revising accordingly.
- Apply Middle Level keyboarding skills to both personal and school situations whenever the opportunity to use a keyboard/computer arises.
- Apply and integrate touch keyboarding and word processing skills into other areas of study to complete an information processing project.
Suggested Content and Time Requirement
- Computer Time ................15 hours
- Research Time .................5 hours
- Total Time 20 hours
This module should challenge students to apply and integrate their touch keyboarding and word processing skills into other areas of study. Teachers may assist students in choosing an appropriate project topic. For example, students may work on project topics from other areas of study such as science, mathematics, guidance, arts education, or physical education.
In addition to applying touch keyboarding and word processing skills, teachers may introduce and reinforce the concepts of organization and time management. Teachers may facilitate the process by guiding students in setting goals through the determination of priorities and the scheduling of strict time restrictions.
It is recommended that students be encouraged to make use of all the available technology while working on their projects. The learning/resource centre(s) staff may provide additional resource support. Students may be encouraged to consider accessing graphics applications, communications software, desktop publishing software, digitizing technology, and CD ROM information as they carry out the processes necessary to complete their project.
Teachers are reminded that while students complete the information processing project they are actively developing academic abilities such as writing, problem solving, and communication skills. Students also continue to enhance their touch keyboarding and word processing skills, as they are encouraged to continually apply them.
The instructor that is a "keyboarding specialist" may wish to work with a colleague who specializes in another area of study, to determine topics for projects. Although this module allows teachers the flexibility to allow students to determine a topic for the information processing project, this team approach to topic selection ensures meaningful learning for the students and the effective use of class time. For example, the tasks of composing at the keyboard and printing final documents could be completed during the time assigned to Middle Level Keyboarding, while the activities of researching the topic and sharing the information with classmates could be completed during the time period assigned to the other area of study.
As students work on their project, they may be involved in all or some of the following activities:
- Creating, designing, and publishing a set of guidelines, a set of questions, topics to be researched, etcetera;
- Accessing and using all available resources, including print and non-print (electronic encyclopedias, audio-visual media, or resource personnel in the community.);
- Composing at the keyboard combining keyboarding, word processing, and formatting knowledge and skills;
- Printing final document(s) in acceptable form (possibly integrating graphics and desktop publishing);
- Sharing information with class members, possibly in small groups; and,
- Preparing thank-you letter(s) or notes to community and or/school personnel involved in the project.
The following projects lend themselves to working independently, in pairs or in small groups. Teachers may use the Adaptive Dimension to meet the needs of the learners.
The topics offered below are only some of the endless possibilities of projects that may be offered as options to students.
What is it Like to Own Your Own Business? Speak with entrepreneurs in your community who have been successful in maintaining a small business. Research success rates. Give a profile of a successful Saskatchewan entrepreneur.
The Greening of Saskatchewan: Interview an environmentalist to discover how you can make your home and your school more environmentally friendly. Research the topic and add your own ideas on what your family and/or your school can do.
What's it Like to be a Member of a Minority Group: Talk to someone who is a member of a minority group, such as a person with Aboriginal ancestry, a person who is mentally or physically challenged, a woman working in a non-traditional role, or a member of a visible minority group. Include research on specially designed facilities and/or programs close to, or within your community, your province, the country, and/or the world.
A Day in the Life of a Senior Citizen: Interview active senior citizens in your community. Find out how they spend their days, what roles they play, and what significant influences affect their lives. Research facilities and/or programs in the community that are especially designed for seniors.
Communicating By Computer: Talk to an expert about how we can use computers to communicate. Research computer communication. Consider possibilities for a Science Fair project.
Communicating Globally: Compose, key, and publish letters to penpals in other countries. Students could brainstorm to share ideas for topics of interest.
What's New in the News?: Publish a class or a school newspaper.
Personalized Composition Paper: Students can design their own personalized writing paper/stationery with a heading (including name, class, and date) and a graphic placed at the top of the page or in the margins. Correctly spaced lines can be added to the rest of the page and the final copy may be printed.
Historical Journals: Students may retell history in the first person. Students could write an article about an event that relates to the particular period of history they are studying at the time. Pioneers settling on the prairies, Martin Luther King, and Canadians in World War II are examples of topics that may lend themselves to such a project.
Scientific Journals: Science magazines covering such topics as endangered species, how the body works, energy in our lives, and exploring space may be created. Similarly, journals featuring a group of people such as the Prime Ministers of Canada, Canadian scientists/inventors/entrepreneurs, or Canadian sports legends could be used.
Biographies and Autobiographies: Students can write about themselves or they may interview and write about each other. Collectively, a publication can be created that includes background information on each member of the class.
Support a Cause: The school may have a "theme" for the year such as recycling or global education. Students may research and produce informational newsletters for distribution throughout the school and the school community.
