1. knowledge and understanding of the basic operations of computer systems and the inter-relationship among hardware, software and data;
2. knowledge and skills in using a range of applications software effectively, ethically and in a discriminatory manner to support information processing and problem solving;
3. an understanding and experience in the ways that information is logically and sensibly organized, processed and manipulated by a computer;
4. knowledge and skills in data communications and network development; and
5. an understanding and appraisal of the social and ethical issues pertaining to computer technologies.

1. when students create their knowledge actively using their own learning strategy, and engage in an active search for understanding of what is being learnt;
2. when students make connections between concepts, skill elements and experiences;
3. when it is structured in real-world problems or circumstances;
4. in the context of relatively challenging tasks or problems;
5. in a collaborative context that provides thought-provoking discussion, trust and supportive interaction from peers and teachers; and
6. when students receive qualitative feedback, encouragement for self reflection and opportunity for practice and improvement.

Learning in Computer Applications is a complex, multi-faceted, active and interactive process. Apart from the traditional lecturing approach, active learning elements can be infused into classroom activities for the effective learning and teaching of the curriculum. The following approaches would be employed to deliver the curriculum. Teachers would use an extensive repertoire of learning and teaching strategies to achieve the learning objectives of the curriculum.

Task-based Learning: The task should be a goal-oriented activity with a clear purpose in mind. Teachers may provide learning opportunities that engage students actively in tasks that are related to real-world problems or circumstances. Students should be asked to perform, create, produce, or do something that invokes real world applications; for instance, the creation of an advertisement flier, the simulation of a tax payment, the creation of a school library database system or the setting up of a home network for shared internet access. The tasks, however, should be moderately challenging and interesting enough to increase students’ motivation. Teachers need to have very clear teaching objectives. The tasks, however, are tools which serve as instruments to facilitate student acquisition of underpinning concepts and skills, not the learning objectives themselves.

Problem-based Learning and Project-based Learning: Most students retain and use little of what they memorise in classroom. Students learn best when they are actively and purposely seeking information.

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." (Confucius around 450 BC)

By engaging students in structuring solutions to real life and contextualized problems, problem-based learning or project-based learning helps to orient students towards knowledge-making over fact-collecting. Through searching for and finding solutions to problems, students develop higher levels of comprehension and cognitive strategies to research, gain more learning and knowledge-forming skills and more social skills (collaboration and handling group dynamics) if group work is involved. This kind of approach emphasizes long-term, integrated and student-centred practices. Students assume greater responsibility for their own learning due to the reduction in direct teaching.

As a result of their rich learning outcomes, problem-based learning and project work should be integrated throughout the Curriculum and embedded in learning and teaching activities, and the assessments. This kind of methodology is commonly used throughout the computer industry and students will emulate these approaches. The importance of this kind of learning is also reflected on the mandatory Project Assignment in School-based Assessment.

However, problem-based or project-based learning should not be restricted to a Project Assignment only. If problem-based or project-based learning is structured and guided carefully with built-in mechanisms for self-reflection, learning in both knowledge and skills will be maximised.

Collaborative Approach: Effective learning is social and interactive. In the learning of computer and related technologies, students are often required to undertake group work. It is recommended that students at various ability levels should be grouped together in small groups when solving a problem or accomplishing a project or a task. This will enhance the active exchange of ideas and multiple feedback within the small groups. This not only increases interest and retention of information by students, but also promotes critical thinking, enhances communication skills and immediate feedback from peers. The shared learning gives students an opportunity to engage in discussion and take responsibility for their own learning.

Feedback and Reflection: Feedback from peers and teachers throughout the learning process or activity, be it a project, a task or a problem to solve, is essential for effective learning and should be integrated into learning and teaching. Structured opportunity for practice should be given, for without opportunity for practice, even well-learned abilities will disappear.

Reflection is necessary to reach the point of deeper learning required for knowledge and skills to be retained for use in the future. Reflection enhances students’ self-assessment skills. Through reflection students use critical thinking to examine their understanding of the concepts, application of certain computer skills and presentation of work. They take control of their own learning. In doing so, students develop their learning to learn capabilities and metacognition. Without reflection, deep learning will not occur.

Effective learning can be achieved with the active involvement of teachers who can direct and orchestrate learning and teaching activities for students, and with a clear vision of assessments (especially assessment for learning) within and beyond the classroom.

The teacher will be free to use any teaching/learning method considered effective in promoting concept formation, skill development and internalization of knowledge in general. It is worth bearing in mind that, it is generally agreed that skill is learned better by using the active methods of instruction. This means that the students will require several exercises for developing various ICT skills.

1. to provide qualitative information suitably to make fair judgment of student achievements;
2. to enable students to gain information on what the Curriculum values, on promoting their self-knowledge about performance in order to facilitate and improve their learning;
3. to evaluate and improve teaching effectiveness; and
4. to incorporate into external examination.

1. demonstrate understanding of the basic operations of a computer system;
2. explain the principles of operations for computer systems used in a particular application, specifically in terms of the systems’ hardware and software components;
3. use computer terminology correctly in the context of a particular application;
4. use computer applications software to solve problems;
5. discuss and comment on the social impact of the widespread use of computer technology;
6. automate simple tasks in specific applications.

• focus on measuring a stated objective (performance, behaviour, or quality);
• use a range to rate performance;
• contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met.