CAPE IT Syllabus

The Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules.

Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies.

The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply.

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The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society.

A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywhere in the world.

Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.

This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integration, of the region.

However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier.

It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability.

The syllabus aims to:

1. develop an awareness of the importance of information in the solution of many problems;
2. develop a critical attitude to gathering, processing and evaluating information;
3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses;
4. sensitize students to the use of Information Technology in conducting and living their daily lives;
5. develop an awareness of the power and pitfalls of Information Technology;
6. develop an awareness of the ethical, legal and political considerations associated with information technology;
7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies;
8. encourage students to use information sources and services to retrieve, interpret and communicate information;
9. develop a positive attitude to new and emerging technologies in Information Technology.

SKILLS AND ABILITIES TO BE ASSESSED

The skills that students are expected to have developed on completion of this syllabus have been grouped under three headings:

1. Knowledge and Comprehension;
2. Application and Analysis;
3. Synthesis and Evaluation.

Knowledge and Comprehension

The ability to:

- recall and grasp the meaning of basic facts, concepts and principles of Information Technology;

- identify real-life problems for which Information Technology solutions are appropriate and beneficial.

Application and Analysis

The ability to:

- use facts, concepts, principles and procedures in unfamiliar situations;

- interpret and present data and draw logical conclusions about Information Technology issues;

- identify and recognize the relationships between the various components of Information Technology and their impact on society;

- recognize the limitations and assumptions of data gathered in an attempt to solve a problem.

Synthesis and Evaluation

The ability to:

- make reasoned judgements and recommendations based on the value of ideas and information and their implications;

- use the computer and computer-based tools to solve problems;

- justify and apply appropriate techniques to the principles of problem-solving.

PRE-REQUISITES OF THE SYLLABUS

Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills.

This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.

UNIT 1 MODULE 1: INFORMATION TECHNOLOGY THEORY

On completion of this Module, students should:

1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing;
2. develop an understanding and appreciation of data and information, and the distinction between them;
3. develop an understanding of the nature and sources of information;
4. develop an understanding and appreciation of Information Technology and its history.

Students should be able to: explain the concept of Information Technology; describe the relationship between Information Technology and Computing, Computer Science, Software Engineering, Computer Engineering, other disciplines in Computing|and Information Systems; commonalities and differences between disciplines; explain the characteristics of data and information; distinguish among data, information and knowledge;  explain information processing; discuss the importance of data and information.

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.

1. Use the Internet to source relevant material.
2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion.
3. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives.
4. Invite resource persons with experience in the innovative use of Information Technology in fields, such as business and entertainment, to speak on relevant issues.
5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system.

UNIT 1 MODULE 2:  INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES

On completion of this Module, students should:

1. develop an understanding of the components of Information Technology Systems;
2. develop an appreciation for human computer interaction (HCI);
3. develop an awareness of security measures associated with information technology systems;
4. develop an awareness of the structure of the World Wide Web and its standards and protocols.

Students should be able to: describe Information Technology Systems; identify the components of an Information Technology; describe the purpose and functions of hardware; describe the purpose and functions of software; explain the various stages of the system development; compare various security mechanisms; explain the meaning of terms related to data security, passwords, authentication, encryption; describe the structure of the World Wide Web (WWW) as hyperlinks, home page, web page versus web site;

Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.

1. Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate.
2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion.
3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces.
4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1

UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES

On completion of this Module, students should:

1. develop the knowledge, skills and understanding of the problem-solving process;
2. develop an appreciation for the value and importance of information to solve problems.

Students should be able to: explain the concept of problem-solving; Problem-solving as a process; finding solutions to a problem; describe the stages of the problem-solving process; including define the problem, analyze the problem (using tools, such as questionnaires, interviews, observation, reviewing documents), identify and evaluate possible solutions, select and justify the optimal solution, implement, and review; describe the role of information in the solution of identification of the information necessary for the solution of personal, real-life problems; commercial, scientific and social problems;explain how information can be used to solve real-life problems

Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.

1.  Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop.
2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest.
3. Visit business places to observe how Information Technology is used to address problems faced by the organisation.
4. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions.
5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions.
6. Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors.
7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice.
8. Adopt a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.

UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES

On completion of this Module, students should:

1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization;
2. demonstrate the skills needed to organize and manage data within a database;
3. explain how files and databases are used; explain how data storage and retrieval have changed over concept of the terms; history of storage devices;
4. explain the advantages of using a database approach; describe the different types and organization of files, file types including master and transaction files; file organization including and databases; serial, sequential, random or direct, indexed sequential database types including personal, workgroup, department and enterprise databases; database organization including hierarchical, relational, network and object-oriented.

Students should be able to: explain how the growth of the Internet impact on data; explain how the absence of data quality, accuracy, and including loss of revenue, sales, competitive advantage, customers; poor timeliness will impact on organizations; decision-making; missed opportunities; impact on problem solutions; explain the concept of normalization; apply normalisation rules to remove normal form; explain how normal for relations impact databases.

UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (contd)

Students should be able to: use IT tools to solve real-life problems; justify the use of IT tools to solve real-life problems; use the most appropriate format to display or present format including text, graphics, sound, video, graphs, charts and tables; use appropriate information sources to retrieve and criteria for selection, appropriateness for task, types of information sources: disseminate information for a particular task,including books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic databases, web sites, and people.

RESOURCES

1. Daley, B. Computers are your Future, New Jersey: Pearson Prentice Hall, 2007.
2. Heathcote, P. A Level Computing, Letts, London: Letts, 2005.
3. Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: Prentice Hall, 2004.
4. Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing Company, 2007.
5. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York: International Thompson Publishing Company, 2008.

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