The aim of Information Processing is to provide students at the Middle and Secondary Level with the basic skills to process information in four broad areas:

• keyboarding
• computer applications
• communications
• management of information.

Awareness: To develop an awareness and understanding of the various information processing competencies required for problem solving and personal economic decision making.

Business Environment: To respond to learning, productivity, and change when processing information within the business environment.

Personal-Use Skills: To develop work habits, attitudes, communication skills, problem solving skills, and independent thinking skills that will enhance personal, school, and work experiences.

Self-Image and Business Attitudes: To develop a positive self-image and essential business attitudes necessary for the workplace.

Communications: To develop effective social and written communication skills desirable in the business environment.

Employment Skills: To acquire business skills to facilitate success in post-secondary education or the work force.

All young people need to understand the interrelationship among individuals, the business world, and government. All young people need competencies that will enable them to manage their own lives and careers effectively. They should be able to manage personal finances; act appropriately according to their rights and responsibilities as citizens; process information effectively and efficiently; make sound decisions about life choices and careers; and, participate constructively as both consumers and producers. These general competencies should be coupled with those that may lead to employment in business and to taking advanced business studies at the post-secondary level.

With the escalating availability of data and information, the Canadian marketplace is an increasingly complex and changing forum of which every member of society is a part. Individuals preparing for all types of adult responsibilities require a sound understanding of how to create, access, use, and manage information. The integration of keyboarding, communication, management, and computer applications proposed in this curriculum will assist students to ease into the transition to adulthood and lifelong learning.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Information Processing 10, 20, 30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the modules of the Information Processing curriculum include:

• To be familiar with hardware and software terminology and features.
• To recognize the importance that computer technology has in our society, and how it has become integral in our everyday lives.
• To be able to use computer hardware and word processing software to produce simple personal use documents.
• To develop an appreciation for information processing technology.
• To develop the ability to use a computer system for personal or business use when the environment requires.
• To use touch keyboarding skills in the efficient use of the computer keyboard.
• To apply keyboarding skills to both personal and school situations whenever the opportunity arises.
• To develop personal goal setting and time management skills.
• To develop information processing skills that will be helpful in their personal life.
• To be able to apply information processing skills and knowledge to other areas of study.
• To examine the efficiency of information processes, considering efficiency and productivity.
• To examine ergonomic principles that may be considered in preparing business and personal workspace.
• To understand the uses of several information distribution systems.
• To use a variety of computer software applications efficiently and productively.
• To develop an understanding and appreciation of the capabilities and potential of software integration.
• To develop communications skills needed for information processing.
• To demonstrate ability to use word processing and formatting knowledge to produce written business communications for various audiences.
• To examine the importance and use of records management.
• To understand the managerial roles, responsibilities, procedures, and methods necessary for the efficient management of common information processing activities.
• To be able to effectively utilize electronic communication systems.
• To understand the positive value of business in the community by linking the worlds of school and work.
• To examine and understand the role of the employee in the processing of business information.
• To be able to maintain computers and troubleshoot common problems.
• To prepare for information processing career opportunities.
• To be aware of the career and development opportunities in the field of information processing that exist in Saskatchewan and other provinces.

Information Processing provides students at both the Middle Level and the Secondary Level with the basic skills to use the computer to process many types of information effectively and efficiently. The Information Processing program is developed within four board areas or strands that are integrated throughout the curriculum:

• Touch Keyboarding provides student with the opportunity to use the computer keyboard efficiently to process information
• Computer Applications are used as tools to assist in the application of learned processes, knowledge, and skills for the production of solutions to problems
• Communications includes written communications, verbal/nonverbal communication, human relations, and electronic communication processes
• Management of Processing Information focuses on increasing the efficiency and productivity of processing information and includes topics such as time management, ergonomics, records, and information management.

Each information processing course actively involves students in using the computer and learning the processes, skills and attitudes necessary to follow the information processing cycle. The activities within the cycle include: Input; Process; Output; and Distribute.

Information Processing is defined as a Practical and Applied Art. It is recognized that exposure to information processing is occurring and required at the middle level as well as the secondary level. This curriculum is available for use at both levels. The curriculum focuses on using the computer in creating, accessing, and processing information. One of the most important design features of the Information Processing program is the modular approach that provides flexibility in offering a program suitable to all students. In addition to the Information Processing modules, selected modules from Communication Production Technology and Photographics, Photography and Graphic Arts may be included as part of a pure Information Processing course.

Recommended course configurations can be found just before the beginning of the modules in this guide. Many modules within this curriculum are available for use in a survey course. However, Module 2: Learning to Keyboard by Touch is a prerequisite for all modules other than Module 1, so it must be taught before the others can be used in a survey course. Information Processing 10 is the prerequisite course for Information Processing 20 and 30, but 20 is not a prerequisite for 30. Therefore, students have the option of taking one or two Information Processing courses after earning credit for Information Processing 10.

Information Processing and Practical and Applied Arts in general will provide both broad, general skills for all students and specific skills for a select group of students who plan business careers. These skills and this knowledge will prepare students for a variety of everyday experiences in the economic sector, for employment after high school, for post secondary pursuits, and lifelong learning.