Gr 10 PAT

I am getting my PAT right with my Gr 10s. For the moment I have ignored the printed instructions and rubric. I am teaching and guiding. I regard this as good preparation for 11 and 12. The Computer Ethics topic is a topic of great interest. We discussed the topic. We then investigated it and the learners created questions to investigate, about 10. They made a survey to ask their fellow learners about their use. They collated the results and then started the report. The Introduction is

I am going to investigate computer ethics. I will focus on software piracy and the habits of learners in my class regarding the copying of music and computer software. From this investigation I will report to the LRC. I will indicate what the trend is and make suggestions to recommend some ideas to encourage good habits and create awareness of ethical behaviour. In order to produce a quality report I will apply quality control to find information and analyse this considering several relevant factors. I will use the Office package as a tool to achieve my objective.

with the highlighted words changed, then comes the main question which is adapted to each learner's own topic.

What is the trend regarding the copying of music and computer software among learners in my class and what might the implications be?

The Uses of learners describes how the learners in the class misbehave or comply with ethical behaviour. This section is filled with graphs and comments to explain each graph.

The Solutions section discusses IF so many did something, THEN this is a solution. They are busy with this section now and it is fascinating. There are questions voiced such as IF copying music is bad, why do we have technology to copy music? IF spam clogs email boxes, thank goodness for ISPs and email programs such as Gmail which help block it. The Conclusion will bring the problem and solutions together.
When we are finished I will go back and look at the rubric and make adjustments to the work.
I have had experience with the PAT over a number of years and realise that I have spent too much time focused on the rubric and not enough on ‘teaching’. The rubric makes sense in standardising marking over provinces but it became the focus and not the task. My learners are becoming real infotectives.