Gr 11 Projects - Activity 1 on page 309

- The Gr 10 learners used the program Inspiration to create mindmaps to assist the Gr 8 learners in doing their projects in steps. I intend printing and laminating them to put in a visible area for the Gr 8 learners. Here is the work of

• Savanah Johnston
• Stuart Bardin
• Brandon Luttig
• Adrian le Roux

Front covers of textbook

In the past photographs of my learners were used on the front covers of the CAT textbooks. They were so thrilled and even now they ‘look’ at themselves on the front. Other kids ‘look’ at their friend’s pictures! It was so cool!
I am looking forward to seeing what pictures have been sent for the new front covers! Details of how to take them and submit them are on the web site. The date for submission has been extended to 18 April.
Look at some of my entries! A grade 10 learner at home, and her brother.

Gr 11 Integrated task 1

The learners need to be taught the difference between an Agenda and Minutes! In the Paired Reading task they cannot seem to get the difference!
I do recommned that learners are taught how to prepare an agenda so that they are able to realise that not all templates are correct and that they must evaluate them.
The templates and wizards in Word are much too involved and not of the level required.

Gr 12 February test

Have a look at my Gr 12 February written test on Hardware, software and networks including trouble shooting with the Appendix. I set the test within a school environment. Many learners lost marks as they did not answer their questions within that environment!

Judy Louw kindly translated the tests! Hier is die vraestel and die bylaag!

(This test is based on the order of work from my education department melded with the textbook.)

Appropriate dress for teaching CAT

When we teach CAT we have to be so careful with respect to our dress. We teach young men and women with bouncing hormones!
I have noticed short skirts and low dress lines (I cannot think of correct words). When we crawl around computer boxes and lean over learners to assist them, we must wear suitable clothes.
And our breath …

Gr 10 Theme 1 test

Here is the test I did this week where I focused on Theme 1. I tried to set it within a scenario and where ICT skills are applied. Use if you wish.
There is a question where learners have to compare things. This feature has repeatedly been done poorly in all grades I have tested. I must really teach them that tables compare like things.
If someone translates the test I do hope they will let me share it with others via the blog

Gr 11 February test

Here is the test I did this week where I focused on Networking. I tried to set it within a scenario and where ICT skills are applied. Use if you wish.

Gr 10 Theory

Some of the Gr 10 learners had time for extension in the hardware section. These are a few of the videos they created on Storage devices. Here is work by Lloyd de Kock and Gareth Jones.
I did not ‘teach’ them Windows Movie Maker. I told them to make a video on Storage devices using photos which we took in class, using Windows Movie Maker. They learned to explore and read the screen. The videos did not count for marks and there was no stress, just (learning) fun.

Tests and exam papers

We must be sure to set tests and exam paper in a scenario where the learners apply their knowledge. For many teachers this is quite a jump from their old method but this is what makes CAT so useful – all knowledge must be applied and not just lose facts.

Excel - Vlookup

This Vlookup function may be of use. Download it and save to your network. To open it, right click on the file and open it with Internet Explorer. Turn the sound up.

PAT

Have a look at all postings from last year on the PAT. In the place where it says Search type in the words PAT. Click SEARCH BLOG and see what happens.

Gr 12 PAT

Please read this message aloud!
How do we do a PAT? First we read the instructions aloud to ourselves, once, twice, three and even four times. We underline problematic words. We talk to ourselves – what could it mean? We phone / visit and talk to other CAT teachers. All the words in the PAT are important and clear – perhaps we just need to learn to read.
We ignore the words in the English PAT of ‘problem’. (Ek weet nie wat in die Afrikaans staan nie.) Where ever we see the word ‘problem’ in the PAT we change it to plain English (plat Engels) of ‘what must we show or do’. We are going to show the management of the school how the Office suite can be used to organise / administer something!
To help the learners, look in the Gr 12 textbook, Pages 185-189. Let the learners do Activity 1 and 2. Activity 1 wants the learners to Read and rewrite the PAT instructions, and then add questions. You have a look at Activity 2. It should be better now.
Hope you read this message aloud! You did? Okay, now read it again! Now go and read the PAT instructions and rubric again. Phase 1 is simple if you read it aloud again and again and again.

Understanding and connecting

We adults are so distanced from young people. I was teaching adult Computer Literacy teachers this week about creating movies with Windows Movie Maker. After creating the movies I suggested that they sign up at YouTube so they could upload their videos. I said ‘YouTube’ and did not write the words on the board. At least 25% of the class of adults went online to http://www.utube.com/ and then to http://www.utubeonline.com/ (Have a look.) They had never been to YouTube and did not even know how to spell it.
We have to understand our learners’ worlds if we hope to engage them in the learning process, and YouTube is part of their world. At least these teachers are trying to keep up - good for them!

They know so much!

The Grade 11s do a section on networking. I know that this weekend many of my Grade 11 males are to be found at a LAN party in Milnerton. Look at http://www.oc.co.za/. Look at some of the Photos. Those learners know more about networking than I do! Next weekend some of them will also be at another LAN party at Bothasig at http://carnagesa.net/ I have never seen so many computers in one room!
The Grade 11 book has a section on mobile learning so I told my learners to bring their phones to school so we could practically learn about sending files via Bluetooth, creating audio clips, taking videos and pictures, etc. They brought them to school but I was laughed at when I discussed ‘teaching’ it. They taught me! As Sive said, he has been using Bluetooth for 2 years, so … Well, using MMS and Bluetooth, they sent me music and video clips and I learned.

Second and third time

I am doing Gr 10 with these textbooks for the 3rd time and Gr 11 for the 2nd time. I am seeing things in activities I had not noticed before. Second and third time around I am really getting to grips with the subject and the textbooks!
I am becoming more and more aware of the value and importance of the subject.

Test creation

At this time of the year we are starting to create tests.
I suggest that we look very closely at the work done in class and set the tests accordingly. We must assess what has been taught!
I note that the Programme of Assessment in the Subject Assessment Guidelines gives ‘examples’ of tests that must be done. Some subject advisors/learning facilitators expect teachers to follow the examples exactly, although they are ‘examples’. We teachers are then stuck between the demands of the subject advisors/learning facilitators and the path of the textbook we are using. Textbooks usually have very good reasons for the order of their work.
Solution – something has to give. Bottom line – test what has been taught. Think of the learners.

Gr 10

I am so glad we are doing easy work at the beginning of Grade 10. It gives me a chance to teach the learners how I want their work managed.

1. All work needs to be printed and the learners need to know how to work with my printer – that needs special teaching!
2. Managing the printed and digital work needs attention. The printed work must be put into files in a logical way with dividers between sections. Each activity that is printed needs a footer with the learner’s name and a disclaimer, and a header with the activity name. Each learner also has to learn how to save their work on the network in a logical way with correct file names. In other words their printed work must be saved in a clear way in the same way as their digital work.
3. All work must be completed by a particular date – even now, 4th week of term, some learners are still learning what work means!
4. It also gives me time to orientate new learners coming late in the term to our school, who decide to take CAT.
5. And most important, some learners are still learning how to read instructions!

Gr 11 Activity 10 on page 32

The learners are asked to compare two online retail stores. This means that they must put the information into a table with three columns.
My learners did not do it correctly, just writing one page on doing one store and then a second page on the other store. This table may make things clearer.

Gr 11 Activity 15 on page 36

My learners are really enjoying the quizzes on page 36!

Gr 12 PAT

The formatting of the PAT document caused me problems when photocopying it for my learners. The shading in the formatting of the tables helps the understanding of the tables BUT when it is photocopied it is difficult to read. I tried to take the formatting out but the document was in PDF format (as it is an official document) which means it cannot be changed. So I asked for a Word copy of the document.
I managed to get a Draft copy of the document and then took the shading out. I printed it and gave it to my learners. I told them it was a Draft document – I put the official document on the data projector and the network and the learners shaded the important areas with a highlighter themselves. I told them it was a draft document and it is their responsibility to compare it with the official document. Use this Draft document with care – the shading has been removed. Here is the Official document.

Gr 12 Activities 1 and 2 on pages 12 and 15 - Solution and data update

Module 1.2, Activity 1 - new possible solution
Module 1.2, Activity 2 – data update.
Click the link to access the possible solution and data update.

Gr 12 Activity 6 on page 171 - Access Tables Test

To use this PowerPoint, when it opens you must enable the macro.
If you are not asked about ‘enabling’ you must do something first.
In this PowerPoint go to Tools, Macro, Security and set the level to Medium.
Save, Close and Open again.
View it.

Gr 12 Theory on Networks

RSS feeds and blogging are in the 2008 LPG for CAT under the section on the Network environment (p 36) for Gr 12. You may have noticed my RSS feed from the Mail and Guardian on this blog! Have a look at the slide shows from the Technology Information Center for Administrative Leadership (TICAL) on Blogs in a four-minute slideshow and Real simple syndication (RSS) is covered in a seven-minute slideshow. Many other resources are available as well.

Look at this collection of links.
Blogging
How to create - http://www.compmat.wcape.school.za/PHS/blogging/Blogging/BloggingForBeginners.html
How to create - http://www.compmat.wcape.school.za/PHS/blogging/BloggingForBeginners.pdf
In plain English - http://uk.youtube.com/watch?v=NN2I1pWXjXI&feature=user
Tips for blogging - http://www.idratherbewriting.com/2007/04/09/twenty-usability-tips-for-your-blog-%e2%80%94-condensed-from-dozens-of-bloggers-experiences/
RSS
In plain English - http://uk.youtube.com/watch?v=0klgLsSxGsU&feature=related
Quiz - http://www.compmat.wcape.school.za/PHS/blogging/RSSquiz.htm
Google Reader
Adding Atom feeds - http://www.bloggerbuster.com/2007/10/what-is-atomrss.html
RSS feeds: Using Google Reader with RSS, Atom, & XML Feeds - http://uk.youtube.com/watch?v=LQUsnjcxnDY
Introduction - http://uk.youtube.com/watch?v=VXE5HN0DDRs&feature=related
How to use - http://uk.youtube.com/watch?v=Ltttw5yORv8&feature=related

Gr 10 Theory

Have a look at these Gr 10 quizzes on Name the Device and Hardware created by a teacher at CBC Parklands. The self marking quizzes are made using Excel – see the tip sheets to make your own.

Gr 12 Hardware Upgrade

I made this PowerPoint presentation/quiz for the section on Upgrading for Gr 12. Have a look and use it with your classes, if you wish. You must follow the instructions on the first slide.

Gr 12 Activity 4 on page 104 - Word labels

In the Grade 12 textbook page 104 you have to create labels using Word. This guide may be of help. Also have a look at the other tip sheets on that page.

Value of CAT

I have just had such a nice response from a person at HESA. I will report on that soon on the blog.

Value of CAT

Learners doing CAT are at such an advantage. The Department of Education and universities have made such a mistake in not making CAT one of the subjects which count for university entrance. In the same way that English or another language counts for university entrance so should CAT. CAT is the language of the 21st century and of academia. I have no idea how they came to regard CAT as not valuable enough for university! I have just started teaching the new Grade 12 work from the Study Opportunities book – wow! I have looked at the exercises in the textbook. That is not university work? Someone has made a major mistake! My learners are angry that a subject where they work at such a high level of thinking is not designated as good enough.
I believe there is a movement among the learners and their parents at my school to petition the HESA http://www.hesa.org.za/hesa/ Link to the Matriculation Board web site at http://www.hesa.org.za/hesa/content.asp?id=420 Have a look at the list of designated subjects on http://www.hesa-enrol.ac.za/nishe/faqs.htm According to the web site the list was finalised in 2005! Did the committee read the NCS? Did they know what they were evaluating? That date was very early to make such a huge decision and I believe it is now time to reconsider. May I propose that the HESA get a selection of textbooks that are being used in the subject and consider them, look at which textbook has market share as that probably has a large influence on the level of the subject; and look at the exemplars and first Gr 12 paper to be written this year. Then re-evaluate the subject.

Gr 12

The Gr 12 textbook is so good! My learners are doing the first chapters about Upgrading and Buying a computer. I like the way they have to ‘work’ with the theory and learn by doing so. The questions in the activities are so well written and help with the learning! (Thank goodness the answers/solutions are on the CD.)

And all the PowerPoint presentations – wonderful! When I have finished ‘teaching’ with them I have added automatic transitions and in Slideshow, Setup Show put them onto Loop continuously. They then play continuously on the data projector as I work assisting learners individually in the lab.

Power or lack of it

I think we should all keep a log of power outages showing the time and the class/grades missing lessons. We must make sure that when we have power we WORK. Somehow we must have a supply of suitable paper based exercises that the learners can do in class when we have no power. I have told mine that if they are considering buying a computer for home, it should be a laptop which can be charged and always have 2 hours of available power. We will have to plan how we are going to run tests, and the power goes down. And exams when we have two sessions! Oh dear, I had not thought of this!
Luckily we have our textbooks and the learners can use them, especially the Gr 12 book which has many many good written exercises.
We must also make sure that work is saved on the network AND on a flash drive/removable hard drive so that we can work on it at another place or on a laptop which has power.

Gr 12 PAT Introduction

I introduced the Gr 12 PAT to my learners this week. I used the PowerPoint available here to illustrate my introduction. The learners found the presentation most useful. They now have this weekend to think of their topic and then we will start on Phase 1 due in February. They discussed topics in class. I told them that the topics had to be ones which I understood, i.e. they could not do anything about organising the irrigation system to the sports fields. The topics they will probably select are about dances, tours, elections, managing discipline and detention, field trips, etc. They are most excited and after Omewa really feel confident about doing it.

PAT

I have been creating the PowerPoint for the Gr 12 PAT. I based my information on the documentation for the 2008 PAT from the documents at National Education. I am so impressed with the clarity of that document. I now really understand the PAT and will be able to explain it to my learners. (The writer of the PAT document must have seen my problems last year.) I must take my hat off to the person who developed the document – they really know how to write! I am reminded again and again that CAT is a developing subject and things will only get better!
My PowerPoint is available here.

Documentation

All the important documents for CAT and IT are available on the Department of Education's web site, i.e the NCS, LPG, SAG, PAT and Gr 12 Exemplar.

Gr 12 work schedule

In die nuwe SAG wat vanaf 2008 geimplementeer moet word, is 'n paar klein
veranderinge aangebring. Let op dat daar in die derde kwartaal (behalwe die
rekordeksamen) net een toets voorgeskryf word (en nie 'n taak ook nie.)

In the new SAG which must be implemented from 2008, there is a small change from previous SAGs. In the 3rd term apart from the mock exams, just one test and no task is written. The adapted work schedule is available here.

PATs in 2008

Grades 10 and 11
I am looking forward to doing the PAT in Grades 10 and 11 this year. I have had experience in doing it and now know a few things.
I know that the focus of the PAT is solving a problem.
The learners must solve the problem with the WHOLE problem / BIG picture in mind.
The learners need to have tools to solve that problem.
The learners need to know the possibilities of the computer packages they have to use so that they can use them for solving the problem.
Therefore I must wait until the learners have learned to use the packages they are meant to use, until I start the PAT.
Therefore I will only start the Gr 10 PAT when I have taught Word AND Excel. I will start the Gr 11 PAT when I have taught Word AND Excel AND Access.
Grade 12
For the Gr 12 the guide provided by the Department is well written and clear. The learners who did the Omewa PAT will be at a wonderful advantage. I will start doing the Gr 12 PAT in the first term. (I am working on a PowerPoint I will be using with my learners and will upload it later this week.)

Reflections on the CAT practical exam

This year I was a good girl and set my practical examination papers out the number of marks as indicated in the Subject Assessment Guidelines, 180 for Grade 10 and 200 for Grade 11. I wanted to do the right thing! I did this without thinking of the consequences. Grade 11 was fine. However my Grade 10s wrote the Written and Practical papers on Thursday and the marks had to be ready to submit on Monday. I was not able to complete marking the papers in the allocated time on my own and had to get assistance in marking all 60 learners Written and Practical work. I do not know if I was slow but …

I do hope that those who do the planning for matric marking realise that the Practical papers are now out of twice as many marks as before, and may require more markers and a longer norm time.

Some thing else I will implement in future practical examinations. At our school cell phones are not allowed in the exam venues. I will also ban calculators as so many of the weak learners try to use them in their spreadsheet questions, forgetting that we mark on the computer checking the formulas!

I am looking forward to a rest from school work in the holidays and being able to catch up on relationships and domestic matters.

PAT - Value of

Seeing these final OMEWA PATs made me again realise how valuable the PAT is. A while ago a teacher posted a message on the CompStudies mailing list and one of her comments about the PAT were that she felt that there are too much emphasis on finding and gathering information and that it was unnecessary since most CAT learners do not go to university.

Whether you go to university (and many CAT learners will go), or not, LO3 is a very valuable LO. This is where everything we do in CAT 'comes together'.

Most of the tasks we all do every day life, irrespective of our career and job function deal with 'problems' to solve - problems where we need the right information before we can solve it / come to a conclusion, etc. The PAT gives the learner the opportunity to show if he/she can solve a problem and also use a computer to help him/her find and gather information, to organise and manipulate it as well as present the result/solution to the problem effectively.

Examples
I wrote the following on the CompStudies list: I saw the value of the PAT when a guy came to school yesterday to use my computers to book an airline ticket. Firstly he faffed and fiddled about the date, the time and then how to pay. If he had asked the right questions before he began looking - what, when, how - he would not have wasted so much time. He looked at 5 airlines, did some calculations, and eventually bought the ticket. The process took ages because he was not clear where he was going. If this had been a PAT we would have needed a Conclusion indicating we had a ticket, and had checked prices on 5 airlines and decided on SAA because …
This airline booking incident showed me how all learners whether they do to university or not, need the thinking and planning skills of a PAT (LO3).

A secretary must organise and plan for a visit of an overseas delegation from Japan to visit their city and look at their company for investment purposes.
* Where and how can one book/get their flight information?
* Will there be any special dietary needs for this group?
* What food should (or should not) be served at the welcoming function?
* What information needs to be given to the delegation the form of an information brochure?
* Where can one get welcoming words in Japanese for the CEO of the company?
* Where will they stay – for how long?
* Do they need transport?
* What budget is available for their stay and functions?
* Will they need transport arranged? Will an interpreter be needed or be helpful?
* Will they have time to take in local tourist attractions - which ones?
* Which staff will be invited or required to attend the function? Do they need formal invitations or will an inter-office e-mail/memo suffice?
* Is there money available to purchase each member of the delegation a small memento of the city?

An administrative assistant has to facilitate the process where different provinces send their teachers for teacher training. What details about these teachers must she keep and save?, whom must she contact in the provinces?, when and how will she communicate with the teachers? - and many more…. The 'boss' does not have time to spell out EVERYTHING and the assistant is expected to be able TO THINK FOR HERSELF!!!! OK - she will use the Office Packages in the process - and it IS very important to be able to do it efficiently and effectively (LO2) - BUT that is not where the focus should be anymore. The packages are a tool or a means to an end or a solution, not the end itself.

The PAT does also provide an opportunity to revise the use of the packages, especially concepts that might have last been worked with in prior terms. (Working through exemplar papers and exam type questions will also naturally help!)

Videos - Downloading off the Internet and YouTube

There are many ways to get videos off the net and YouTube but most cost dollars! I do not have money to spare so try anything for free. So …

Go to http://keepvid.com/ and download the Free FLV Player program. Install this program. Do not bother to add any of the extras offered/suggested during the installation process as they are not necessary for this purpose.

Find the video you want to download and want to see off line. Copy its URL.

In the box on the http://keepvid.com/ page paste the URL of the video you want. Click to download. Now look lower down the screen (below the grey bar) and find Download again and click on it.

It downloads without a file extension and with a silly name. So rename it and give it the file extension of flv. If you have the Free FLV Player program installed, open the new flv file with the Free FLV Player program. Great! Acknowledge the creators of the video. So easy and you can now view the video offline.

Gr 11 PAT - Value of OMEWA for revising

By using the features of Word, Excel and Access themselves and talking about it with their neighbours the learners processed the skills again and again! We write on Thursday and it will be interesting to see how they do.

Word
When they created the survey in Word they revised tabs and tables.

Excel
They went through the list of functions available in Excel trying to find something they could understand and something suitable for solving the problem they had set.
They saw that when data in a cell changed there were changes elsewhere in the spreadsheet.
They revised the way of typing a cell phone number in a cell.
They created graphs to show the results of every question in the survey – created a graph for every question – revised graphs for every question. They fiddled with the types of graphs to find the one suitable for their needs – revised types of graphs.
They put graphs on worksheets and renamed the sheets – revision again.
They revised every aspect of Excel in doing their PAT on Omewa.

Access
They used Access themselves and had to decide on the datatypes and field sizes themselves – saw that they could not type anything anymore because the field size was too small. Had to change the field types to suit their needs – the date was a problem which many had to redo. They used the memo type for the descriptions of their animals. Creating the table they revised tables.
Doing their own queries they revised queries.
They used grouping and calculations in the reports and revised this.
When they created their forms they revised the layout of forms.
When they used photographs in the form they revised their knowledge of inserting images, i.e. from a file or copying and pasting.
They revised every aspect of using Access. (After doing all the activities in the Gr 11 book and their PAT on Omewa the learners cannot understand all the fuss about Access as it appears so logical and easy to use.)

Gr 11 PAT - Phase 5 and 6

Here are a selection of the final reports of the PAT from Justus, Kleinhans, Kolbe and Meiring. Marking this phase was very easy and quick. I felt very satisfied with the students' work. I particularly focused on the spreadsheet, database, Introduction and Conclusion.

Gr 11 2007 CAT and RTT National Practical Papers

These are the 2007 Grade 11 National papers I have managed to resource.

English Question paper and English Data Files
Afrikaans Question paper (Please compare this paper with the English paper and correct any mistakes you find) and Afrikaans Data Files
Memo
Marking grid which may be helpful

Gr 11 PAT - Phases 5 and 6

My learners are busy with the final phase of the PAT where they have to create a report, with sections showing the use of Excel for analysing a survey, showing the use of Excel to create a useful application and how Access can be used to manage data.

I never thought the Introduction and Conclusion of the Report would be a problem.

You must show where you are taking the readers of the report, i.e. the Introduction.

You must summarise at the end, the journey you have been on and the benefits for Omewa, i.e. Conclusion. They will have read about 20 pages and may have forgotten things so a summary/Conclusion at the end is necessary.

In the books we have mentioned Introductions and Conclusions before but some learners have short memories. Go well for the last stretch.

Teacher training

I recently met two CAT teachers. One has a B.Sc in Computer Science and the other has a degree in Information Systems. Have they attended any CAT training? – No, they could not attend CAT3 as they had not attended CAT1 or CAT2 training. Can they do an ACE course to become a CAT teacher? – No, because they are not qualified teachers. Do they need to study the philosophy, methods, rationale, etc. of CAT? – Yes, but where? The system seems to block those who want to increase their knowledge of the subject field. They first have to do a teaching qualification, and can then study to become a CAT teacher – at least another 4 years part time study.

Even if one was a qualified teacher, e.g. typing teacher, where could one qualify to become a CAT teacher – who knows – ACE CAT courses are offered at very few institutions. And is UNISA offering a course in CAT? – Not really, I am informed they are not sure of the difference between CAT and IT.

I wonder if there has been an investigation into how many people teaching Computer Studies or CAT or IT are qualified ‘computer’ teachers and qualified ‘teachers’. During the CAT training in 2005 more than half of our group of computer teachers were not qualified teachers, but computer graduates who had come to teaching from industry. I wonder how many other people currently teaching CAT are unqualified teachers who cannot get CAT training because the system will not permit it.

I think there needs to be a rethink into teacher training in this subject. Do people want to study to become CAT teachers? – Many do, but where and how?

Gr 11 PAT - Phase 5 and 6

I wish to highlight the problems I have encountered in the last phase, the report. The rest of the report so far has been fine.

FRONT
Introduction with purpose of report and short description of what it entails – Description of what is in the report not given.
SURVEY
Description of conclusion reached with reference to this survey – Poorly done. Most learners discussed the results of the graph referred to above. They were meant to discuss the results of the whole survey.
EXCEL
Short description of Excel application – Not done.
ACCESS
Short description of the purpose of database – Not done. When learners did a description they described how databases are used in general or in education – it should be about this database.
Query 1: Description (1), type of query is suitable (1), result inserted (2) - Description not given, choice of query type and criteria not given, result is inserted.
Query 2: Description (1), type of query is suitable (1), result inserted (2) - Description not given, choice of query type and criteria not given, result is inserted. And I want the query to find out something! Many poorly done.
Report 1: Description (1), suitable type of report (1), result inserted (2) - Description not given, choice of type of report not given, result is inserted.
Report 2: Description (1), suitable type of report (1), result inserted (2) Description not given, choice of type of report not given, result is inserted. This report has been poorly done by many – I do not just want a pretty report, it must use report features of grouping or calculations.

Gr 11 PAT - Phase 4

This Grade 11 PAT Phase 4 – wow!
The average for the database is 87%. A few learners did not have 30 records, and many left the title off the form.
The spreadsheet average for the Survey and Other is 70%. While marking I have been able to pick up that some learners put text in cells and did not multiply by a cell but with a number. I then told them that they must multiply with cell references. I also discovered that some create their graphs in strange ways.
Marking Phase 4 I was able to pick up a few problems and resolve them before the learners go into their final examinations.

Gr 11 PAT - Phase 4

This phase has enabled the most wonderful revision of practical skills in a meaningful way!
The instructions and checklists have touched on almost every part of Excel and Access, and I know that the next phase will cover Word. So much revision has taken place, and the learners will remember the skills as they were used in a real life scenario!
My learners are also getting good marks as they are reading the checklists and following the instructions.

Information Systems at UCT

UCT Information Systems Department in the Faculty of Commerce hosted an interesting afternoon today. They discussed the huge IT skills shortage in this country and world wide, and the declining drop in Information Systems students.

For me this subject is so important and useful, and understandable! As the final project these students have to design a system where they merge business and ICT to solve a problem (so like CAT). The ones that caught my eye were those providing the total IT solution for a vet clinic and a neighbourhood watch. You do not need to have passed CAT or ICT to get into the course, rather they focus on Maths and English marks.

Anyhow, they have a grand competition for grades 9 and 10 which requires 10 minutes to research, at http://www.commerce.uct.ac.za/ISSchoolCompetition (This is the URL we were given but it does seem to change – as long as the web page shows UCT Information Systems Competition for Western Cape Schools – it is the correct page.) I would love to win the prize but I am too old but the school with the most entries gets …

I challenge all Western Cape schools to enter the competition – it only needs 10 minutes and a good Internet connection.

Gr 10 PAT - Phase 1

I met a CAT teacher who was so dankbaar vir al die opmerkings vanaf die blog post ‘Gr 10 PAT - Phase 1’ (11 October). Sy sé sy het amper dieselfde opmerkings gemaak. Sy was dankbaar om te sien dat haar kinders om en by dieselfde as myne was.

Training of CAT teachers

I have had the pleasure of training the 2nd year teachers doing an ACE course in CAT at the Cape Peninsula University of Technology (CPUT) for the last 2 years. The second group of 10 teachers handed in their final work for the year yesterday! They worked so well. They had to do many activities from textbooks and then apply their skills in a CAT related scenario.

Here are the students, one partner and two lecturers celebrating! Four students did not manage to attend the celebration.

The group who graduated in 2006 focused on computer skills whereas this 2007 group focused on using the computer to solve a problem, i.e. ‘real’ CAT. I do accept that in training we have to change from a skills focus to a problem solving focus. I also realised the 2007 group did much much more work than the 2006 group. I also accept that we learn on the job at school and although one may be qualified, becoming a CAT teacher takes time.

There were no 1st year ACE CAT students at CPUT this year so there will be no newly qualified ACE teachers next year, although there will be teachers who have done the 4 year full time course. I do hope CPUT manage to get a large class of ACE CAT students for next year as I realise there is already a shortage of CAT teachers. I suspect there needs to be some bursaries to encourage teachers to do the course.

I must thank the authorities at CPUT for having given me the opportunity of teaching the ACE students as it has enabled me to grow and I have enjoyed it to so much.

PS An ACE course is a part time course for qualified teaches.

Gr 10 PAT - Phase 1

The learners had wonderful ideas for their celebrations and they enjoyed the planning stage. However many had difficulty doing the planning. I am a bit concerned about their information management skills. Below are some of my comments.

General
Read the rubric!
Check what you have written!
You were told to complete your own rubric and assess yourself!
Content of the planning document
Describe the document!
Are those really documents? - is a Theme a document? Is a Venue a document? Think!
HOW will a spreadsheet be used?
Do not just say Internet as a place to find information – give the exact URL!
Are those REALLY search or key words?
One learner told me how they will use a spreadsheet.
Layout of the planning document
The learners have the word processing skills.
Gathering information
The rubric indicated ‘Learner proved evidence of the information collected …’ Where is your evidence?
You were not asked to provide so much evidence! Wonderful! Did you use a whole toner cartridge?

This work is common sense work and should not be beyond the capacity of Grade 10 learners. I am not sure what happened to mine when they did this.