Welcome to CP1 ICT at Royal British International!
Welcome to our CP1 ICT page! On this page you will find curriculum content , course materials, worksheets, homework exercises, videos, and much more all related to CheckPoint 1 at RBIS.
Welcome Students and Parents to our classroom CP1!
I am Mr. Myat Thu, an experienced teacher for international students and have attended many professional development programs and training from the US, UK, China, Singapore, Malaysia, Thailand within 29 years of a teaching career. I have also participated as a team leader for the Southeast Asia Students Activities, Competitions, SEASAC, almost every year. This year I will be teaching IGCSE classes for Mathematics, Computer Science, and Information Communication Technology.
I received my bachelor's degree, B.Sc. (Physics) from Yangon University in 1979 and a master's degree, M.Sc. (Nuclear Physics) in 1985. Then I continued to study computer science and received IDCS, the international diploma in computer studies in the year of 1995 and HDCS, the international higher diploma in 1996. Then I had taken the advanced diploma in Computer Studies exam from Singapore in 1996 and obtained an ADCS computer diploma.
Contact:
Address: No (7) Hnin Cherry Street, Snow Garden, Thingangyun Township.
Email: [email protected]
I am Mr. Myat Thu, an experienced teacher for international students and have attended many professional development programs and training from the US, UK, China, Singapore, Malaysia, Thailand within 29 years of a teaching career. I have also participated as a team leader for the Southeast Asia Students Activities, Competitions, SEASAC, almost every year. This year I will be teaching IGCSE classes for Mathematics, Computer Science, and Information Communication Technology.
I received my bachelor's degree, B.Sc. (Physics) from Yangon University in 1979 and a master's degree, M.Sc. (Nuclear Physics) in 1985. Then I continued to study computer science and received IDCS, the international diploma in computer studies in the year of 1995 and HDCS, the international higher diploma in 1996. Then I had taken the advanced diploma in Computer Studies exam from Singapore in 1996 and obtained an ADCS computer diploma.
Contact:
Address: No (7) Hnin Cherry Street, Snow Garden, Thingangyun Township.
Email: [email protected]
Syllabus content
The outlines below suggest the range of concepts which should be taught, whether or not they are explicitly assessed. Learners’ real-life experience of using ICT (including computers, tablets, smart devices, digital media players, social media and video games) should be acknowledged and referred to whenever relevant. This should include age-appropriate eSafety and ethical guidance.
Initial Steps outline
Learners should learn to use ICT hardware and software safely, con dently and purposefully to communicate and handle information, and to support their problem-solving, recording and expressive work. They should be taught to re ect, discuss and consider the implications of using ICT hardware and software.
Skills developed
Learners should learn to:
Next Steps outline
Learners should learn to extend the range of ICT tools they use for safe and effective communication, investigation and programming; they should use ICT to safely select information, sources and media that are suitable for their purpose and assess the value of ICT in their work.
Skills developed
Learners should learn to:
Learners should learn to become critical and increasingly autonomous users of ICT, aware of the ways in which ICT tools and information sources can in uence their life and work. They should understand the limitations of such tools and of the results they produce, and use the concepts and relevant technical terms associated with ICT systems and software.
Skills developed
Learners should learn to:Skills developed
Learners should learn to:
The outlines below suggest the range of concepts which should be taught, whether or not they are explicitly assessed. Learners’ real-life experience of using ICT (including computers, tablets, smart devices, digital media players, social media and video games) should be acknowledged and referred to whenever relevant. This should include age-appropriate eSafety and ethical guidance.
Initial Steps outline
Learners should learn to use ICT hardware and software safely, con dently and purposefully to communicate and handle information, and to support their problem-solving, recording and expressive work. They should be taught to re ect, discuss and consider the implications of using ICT hardware and software.
Skills developed
Learners should learn to:
- use ICT hardware and software and develop knowledge of ICT
- – use a variety of ICT hardware and software (which may include various kinds of computers and keyboards, as well as TV, DVD, video devices, music players and mobile/cell phones) to carry out a variety of functions in a range of contexts
- – explore the use of computer systems and control technology in everyday life
- – examine and discuss their experiences of ICT, and look at the use of ICT in the outside world
- communicate using ICT
- – begin to assemble text and images to communicate ideas in different forms using words, tables, pictures and sound
- – create, redraft and present ideas using text manipulation, laying out text, checking for errors and correcting them
- – use a paint or graphics package to present ideas
- – recognise the need to communicate safely and responsibly
- handle information using ICT
- – explore and use a variety of methods to enter and store information onto a computer
- – classify information using ICT
- – store, retrieve and process information that has been stored in a pre-prepared database or spreadsheet
- program solutions to problems
- – understand that problems can be solved by working out a precise sequence of steps
- – recognise that computers are controlled by programs that are written by developers
- – create sequences of instructions (programs) to control a computer.
Next Steps outline
Learners should learn to extend the range of ICT tools they use for safe and effective communication, investigation and programming; they should use ICT to safely select information, sources and media that are suitable for their purpose and assess the value of ICT in their work.
Skills developed
Learners should learn to:
- use hardware and develop knowledge of ICT
– use ICT to explore and solve problems in the context of work across a variety of subjects
– use ICT to further their understanding of information that they have retrieved and processed
– discuss their experience of using ICT and assess its value in their work
– investigate parallels with the use of ICT in the wider world, consider the effects of such uses and compare them with other methods - communicate using ICT
- – use ICT hardware and software to communicate ideas and information in a variety of forms, incorporating text, graphs, pictures and sound, as appropriate, showing sensitivity to the needs of their audience in choice of layout, typeface or graphics, as well as considering the most appropriate use of such tools to safely and respectfully present their ideas or arguments
- – use hardware and software to organise, reorganise and analyse ideas and information
- handle information using ICT
- – interrogate information that has been stored, developing the need to take care in framing questions when collecting, accessing or interrogating information
- – interpret, begin to analyse and check the plausibility of information held on ICT systems, and select the elements required for particular purposes
- – select suitable information and media responsibly, and classify and prepare information for processing with ICT, checking for accuracy
- program solutions to problems
- – write programs using sequences of commands
- – use repetition and modularity (procedures) in programs.
Learners should learn to become critical and increasingly autonomous users of ICT, aware of the ways in which ICT tools and information sources can in uence their life and work. They should understand the limitations of such tools and of the results they produce, and use the concepts and relevant technical terms associated with ICT systems and software.
Skills developed
Learners should learn to:Skills developed
Learners should learn to:
- use hardware and develop knowledge of ICT
– use ICT hardware and software autonomously
– consider the purposes for which information is to be processed and communicated
– use their knowledge and understanding of ICT to design information systems, and to evaluate and suggest improvements to existing systems
– investigate problems by modelling, measuring and controlling, and by constructing ICT procedures
– consider the limitations of ICT tools and information sources, and of the results they provide, and compare their effectiveness and ef ciency with other methods of working
– discuss some of the social, economic, ethical, moral and security issues raised by ICT - communicate and handle information using ICT
- – use a range of ICT hardware and software ef ciently to create good-quality presentations for particular audiences, integrating information from several sources
- – select appropriate ICT hardware and software to ful l a speci c purpose
- – be systematic and critical in their use of appropriate search methods to responsibly obtain accurate and relevant information from a range of sources
- – collect and edit quantitative and qualitative information for a particular purpose, and enter the data into a data-handling package for processing and analysis
- – interpret, analyse and display information, checking its accuracy and questioning its plausibility
- – consider the eSafety and ethical implications of sharing digital content with a wider audience
- program solutions to problems
- – understand that big problems can be broken down into smaller problems and the importance of managing complexity through abstraction
- – plan, develop, test and modify sequences of instructions and procedures to control and respond to events
- – identify the rules that should govern an interactive program
- – use selection in programming so that the program produces output determined by the input.
Throughout all assessment tests, learners should demonstrate the following:
- autonomous use of ICT hardware and software
- a consideration of the limitations of ICT tools and information sources, and the results they provide
- comparisons of the effectiveness of ICT with other working methods
- use of a range of ICT hardware and software to create good-quality presentations for varied audiences
- selection of appropriate ICT hardware and software to ful l the assessment tests
- systematic use of appropriate search methods to safely obtain accurate and relevant information from a range of sources
- use of computational thinking to solve problems.
Information and Communication Technology
The Information and Communication Technology sector is acknowledged worldwide as a tool that could be used to increase the productivity, efficiency and effectiveness of education and work. Contents
Four different kinds of computer systems 1. Supercomputer 2. Mainframe 3. Minicomputer 4. Microcomputer Four different kinds of computer Systems 1. Super computer A supercomputer is a computer with a high level of performance as compared to a general-purpose computer. The performance of a supercomputer is commonly measured in floating point operations per second instead of million instructions per second (MIPS). 2. Mainframe computer These are extremely large computers used in organisations where very large amounts of data are processed. Capable of processing very big jobs, which make use of their large memories and fast processor speeds. 3. Minicomputer A minicomputer is a class of smaller computers that was developed in the mid-1960s and sold for much less than mainframe and mid-size computers from IBM and its direct competitors. 4. Microcomputer A microcomputer is a small, relatively inexpensive computer with a microprocessor as its central processing unit. It includes a microprocessor, memory and minimal input/output circuitry mounted on a single printed circuit board. Basic components of computer - Input, Processing, Output, Storage |
ICT Activities:
August: Created Types of computer document on the MS Word. September: Inputs and Outputs devices presentation on the Power Point including a master slide template. October: Create a new spreadsheet;
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1.1 hardware and software
Hardware: Physcal components of a computer system
- Internal Hardware: Processor, Mother board, RAM, ROM, Sound card, Video card
- External hardware: Speakers, mouse, keyboards, printers, monitors
- System software and Application software
What is "Main Memory" (primary storage)
Main memory is also known as Internal Memory, Main Memory, Primary Memory and Primary Storage.
Main memory is a storage location that holds memory while the computer is running. It’s the fastest memory in your computer and is used to store data while its being used.
RAM and ROM are examples of Main Memory,
Main memory is also known as Internal Memory, Main Memory, Primary Memory and Primary Storage.
Main memory is a storage location that holds memory while the computer is running. It’s the fastest memory in your computer and is used to store data while its being used.
RAM and ROM are examples of Main Memory,
RAM stands for Random Access Memory
RAM is the part of the computer memory that temporarily stores the instructions that the computer is running, and the data it is processing. RAM is volatile which means that when the computer is turned off all data is lost. Read Only Memory (ROM) ROM is a built-in memory that can not be changed (it can only be read-from but not written-to). It is a type of memory thats programmed by the computer manufacturers and is not meant to be changed because any changing could result in the computer malfunctioning. ROM is non-volatile memory which means that memory is not lost when computer is turned off. Unlike RAM, ROM is built into the motherboard and its not normally possible to increase the amount of ROM in a computer. |
ICT First Quarter Practical
Module 1: Documents for a purpose
1.1 Formatting text
1.2 Paragraph break
1.3 Inserting images
1.4 Tables
1.5 Numbering and bullets
1.6 Page setup
1.7 Inserting header and footer.
CANDLE SAFETY
Everybody likes to blow out the candles on the birthday cake during his or her birthday party. Candles create a special atmosphere on this special occasion. Candles are handy too when there is power failure.
Treat the candles well; they bring you joy and happiness. Treat them carelessly; they bring fire into your home!
Here are some guidelines on candle safety:
Module 1: Documents for a purpose
1.1 Formatting text
1.2 Paragraph break
1.3 Inserting images
1.4 Tables
1.5 Numbering and bullets
1.6 Page setup
1.7 Inserting header and footer.
CANDLE SAFETY
Everybody likes to blow out the candles on the birthday cake during his or her birthday party. Candles create a special atmosphere on this special occasion. Candles are handy too when there is power failure.
Treat the candles well; they bring you joy and happiness. Treat them carelessly; they bring fire into your home!
Here are some guidelines on candle safety:
- Double-check they’re out when you do not need them.
- Keep clothes and hair away from them.
- Keep children and pets away.
- Put them on a heat-resistant surface.
- Put them in a proper holder.
- Keep them away from inflammable materials like curtains.
- Take care with votive or scented candles.
- Use a snuffer or a spoon to put them out.
- Don’t put them under shelves.
- Don’t move them when they’re burning.
- Don’t leave them burning while you are out.
- Don’t keep candles too close to each other.
Input and Output Devices
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Prior knowledge
• program • software • mouse • cursor/pointer • space bar • font • caps lock • ribbons/menus |
• edit
• delete • print/printer • icon • text • shift • return/enter • backspace • copy/cut/paste• highlight/select• word bank • word processing |
(2-4-2020)
Assignment (1). Define the above knowledge words in your exercise book and take a photo evidence on Whatapps group. You can search on google but makesure that you understand the meaning of all these words.
Objectives: Utilization of Google Search, Understand and knowledge of it terminologies.
Assignment (1). Define the above knowledge words in your exercise book and take a photo evidence on Whatapps group. You can search on google but makesure that you understand the meaning of all these words.
Objectives: Utilization of Google Search, Understand and knowledge of it terminologies.
Storage Devices and Media