Page 983 - SUBSEC October 2017_Neat

RECOMMENDED SOFTWARE

Word-Processing Spreadsheets Database Management Web Page Design

1. Microsoft 1. Microsoft 1. Microsoft Access 1. Microsoft Word
Word Excel
2. OpenOffice Base 2. Free online web
2. Google 2. Google services such as
Docs Sheets www.wix.com,
www.webnode.com
3. Google 3. 4. OpenOffice or www.weebly.com
Forms Calc
3. Google Sites
4. OpenOffice
Writer

 NOTES TO TEACHERS

1. Students should be aware of the input/process/storage/output cycle as it pertains to
hardware and software components in Section 1.

2. Section 7 should be taught before Section 8. Students should learn how to develop
algorithms before they are introduced to writing code in a programming language.

3. In Section 7, the focus should be on the development of solutions in the form of algorithms
(pseudocode/flowchart). The problem-solving skills acquired in this section serve as a
foundation for programming in Section 8.

4. In Section 8, students are required to translate a suitable selection of the algorithms
developed in Section 7 into end-user applications using one of the recommended
programming tools. Use simple problems, for example, finding the average of a set of
integers, or calculating tax payable, to illustrate how to develop simple programs.

5. In Section 8, laboratory sessions should be used to:

(a) familiarise the student with the features of the recommended translator;
(b) identify and correct syntax errors;
(c) identify and correct logic errors; and,
(d) execute program and display results.

It is recommended that students develop the algorithms on paper before converting into
source code. This allows for more efficient utilisation of computer time.

6. While it is expected that students will gain skills in the use of productivity tools through
practice on specific packages, teachers should ensure that students have an appreciation of
the generic operations of each of the productivity tools so that skills are transferable to
other packages.

7. Although not a requirement of the course, it may be useful to apprise students of the
history of computers.

8. A glossary has been provided to facilitate a uniformed interpretation of the terminology
used in the syllabus. Teachers are advised to make use of this glossary and also the list

CXC 30/G/SYLL 17 6