Programme Strategy and Alignment Matrix

Learning Programme
Operate a personal computer system
Title

Learning programme Unit Standard leading to full qualification

description

Overall purpose of To enable persons to operate a personal computer either as a user of computers or as basic knowledge for a career in the ICT industry.
learning programme

Articulation,
construct and
portability with This unit standards has been aligned to form part of several qualifications
other
courses/qualificati
ons
Programme entry
Learners should be competent in Communication skills at least at General Education and Training (GET) level.
level requirements
This unit standard is intended for persons required to operate a personal computer either as a user of computers or as basic knowledge for a career in the ICT
Target audience industry.

Unit Standard(s) Unit Standard Operate a personal computer system SAQA ID 116932 Level 1 Credits 3
against which Total 3
provision is aligned

 Training venue  Data projector  Flipchart paper  Laptop

Infrastructure
 PowerPoint slides  Flipchart stand  Flipchart stands  Pre-designed assessment instruments

Learning material to
be used Learner guide, Learner PoE guide, Moderator guide,plan,review and report, Learner workbook, Assessor guide,documents,review and report ,Facilitator guide

Facilitators for
Facilitators need to be subject matter experts with proven competence / experience in the field of learning
learning programme
Assessment strategy Assessment
methodologies The purpose of this assessment is to determine and recognise learner competence against the listed unit standards. Learners will
undergo formative assessment and summative assessment. Evidence gathered during formative assessment will be used towards
summative assessment. Formative Assessment will contain Class activities. Summative Assessment will contain a Knowledge
questionnaire, Practical activities (workplace) and a Summative Project

0
 Assessment Formative Assessment: Classroom for Class activities
approach/resources Summative Assessment: Classroom for Knowledge Questionnaire and the workplace for Practical activities and Summative project

 Learning facilitation
Learner and provider
 Facilitator / Assessor guidance and support with completion of Summative Assessments
roles and
Learner support  Mentoring and coaching (provided by supervisor)
responsibilities
strategy  Facilitator guidance and support with workshop activities

Learner appeals Appeals policy, procedure and forms provided to the learner and assessor / moderator in the guides
strategy

Special needs are identified through the learner information form completed during enrolment and verified during the Assessment Preparation Interview which
takes place at the end of the learning intervention.
Learner needs  Assessment should be adjusted based on special needs requests, provided that the fairness, validity and reliability of the assessment are not compromised.
 Special needs include, but are not limited to: Hearing impairment, Physical impairment, Learning disabilities, Visual impairment, Speech impairment and
Medical conditions

The assessment tools cover all of the specific outcomes, assessment criterion, embedded knowledge (where applicable) and critical cross field
Valid outcomes of the unit standard. The tools measure the requirements of this unit standard.

The learners are required to sign a declaration sheet that states that they have submitted their own work. The assessor checks that this sheet is
submitted in the learner’s portfolio of evidence. In line with the principles of assessment, the assessor will ensure that they are satisfied that
Authentic
work being assessed belongs to the learner in question.
Assessment Tools in
relation to VARCS
Consistent results will be obtained with different assessors by making use of these assessment tools.
Reliable
The evidence presented will be current – not older than 3 years.
Current
The assessment tools selected for this assessment provides enough evidence to show that the learners have met the criteria and specific
Sufficient
outcomes required to be found competent against this unit standard. This performance can be repeated consistently with the same results.
Mode Method Media
National Contact Session 30% = 9 hours Lecturing Learner guide
Hours ▪ Training and Formative Assessment - 7 hours (1 day) Facilitated workshop Facilitator guide
30 ▪ Prescribed reading and Support – 2 hours Group discussion and feedback PowerPoint slides
Facilitation of class activities Learner workbook
Learning strategy
Experiential Learning 70% =21 hours Practical workplace activities Learner guide
▪ Learning at the Workplace – 19 hours Summative project Learner PoE guide
▪ Summative Assessment – 2 hours
Reflective learning Reflection document Learner guide
CCFOs integrated with summative assessments Summative project Learner PoE guide
Unit Standard Operate a personal computer system SAQA 116932 Level 1 Credits 3

1
 ID

Assessment Criteria Learning Outcomes Where it is Facilitation method Formative and Summative
covered Assessment

Unit Standard Range  This standard is applicable to Graphical User Interface and Text Interface based operating systems.
 Where wording are not exact for the chosen operating system, the learner can choose the equivalent item or option to
demonstrate competence in the specific outcome or assessment criteria.

Specific Outcome 1: Start up and shut down a personal computer system using standard and non-standard methods.
At the end of this Unit the learner will be able to :

1. The computer is powered up according to  Power up a computer according to the Unit 1 Learner Workbook
the manufacturers' instructions. manufacturers' instructions. p8  Lecturing Formative Class Activity
 Facilitated Summative Practical
workshop Activity
2. Errors experienced are explained and  Explain errors experienced and take appropriate Unit 1  Group Learner Workbook
appropriate action is taken to correct the action to correct the error p 8-10 discussion and Summative Practical
error. feedback Activity
3. The computer "boots up" to the point where  “Boot up” a computer to the point where it is Unit 1 Learner Workbook
 Facilitation of
it is ready to use. ready for use. p 10 Summative Practical
class activities
Activity

4. User login information is correctly entered.  Correctly enter login information Unit 1 Learner Workbook
p 10 Summative Practical
Activity
5. The computer is shut down according to the  Shut down a computer according to the Unit 1 Learner Workbook
manufacturers' instructions. manufacturers' instructions. p11-12 Formative Class Activity
Summative Practical
Activity
6. The computer is switched off according to  Switch off a computer according to the Unit 1 Learner Workbook
the manufacturers' instructions. manufacturers' instructions. p12 Summative Practical
Activity

7. Examples of situations when a non-standard  Identify and explain examples of situations when Unit 1 Learner Workbook
start-up should be used and the method for a non-standard start-up should be used and p12-13 Summative Practical
performing this operation is demonstrated. demonstrate the method for performing this Activity
operation.

Assessment Criteria Learning Outcomes Where it is Facilitation method Formative and Summative
covered Assessment
2
Specific Outcome 2: Change the configuration of a personal computer.
1. The configuration function is described in  Describe the configuration function in terms of Unit 2  Lecturing Learner Workbook
terms of purpose and use. purpose and use. p 17  Facilitated Formative Class Activity
workshop Summative Practical
 Group Activity
2. The configuration function is selected using  Select the configuration function using an Unit 2 discussion and Learner Workbook
an appropriate process. appropriate process. p 17-19 feedback Summative Practical
 Facilitation of Activity
class activities
3. The configuration is changed.  Change the configuration. Unit 2 Learner Workbook
p20 Summative Practical
Activity

4. The use of the configuration function  Check whether the configuration function Unit 2 Learner Workbook
produced the anticipated outcome. produced the anticipated outcome. p20 Summative Practical
Activity

Specific Outcome 3: Use personal computer operating system functions.

1. The function is described in terms of purpose  Describe the functions in terms of purpose and Unit 3  Lecturing Learner Workbook
and use. use. p 23  Facilitated Formative Class Activity
workshop Summative Practical
 Group Activity
2. The function is selected using an appropriate  Select the function using an appropriate process. Unit 3 discussion and Learner Workbook
process. p 23-24 feedback Summative Practical
 Facilitation of Activity
class activities
3. The function is used according to the  Use the function according to the manufacturer's Unit 3  Lecturing Learner Workbook
manufacturer's instructions. instructions. p 24  Facilitated Summative Practical
workshop Activity
 Group
4. The use of the function produced the  Check if the use of the chosen function produced Unit 3 discussion and Learner Workbook
anticipated outcome. the anticipated outcome. p 25 feedback Summative Practical
 Facilitation of Activity
class activities Summative Project

Assessment Criteria Learning Outcomes Where it is Facilitation method Formative and Summative
covered Assessment

Specific Outcome 4: Use operating system utilities.

3
 1. The system utility program is started.  Start the system utility program Unit 4  Lecturing Learner Workbook
p 28-29  Facilitated Formative Class Activity
workshop Summative Practical
 Group Activity
2. Appropriate input is given to the utility.  Give appropriate input to the utility Unit 4 discussion and Learner Workbook
p 30 feedback Summative Practical
 Facilitation of Activity
class activities
3. The use of the utility achieves the  Ensure the use of the utility achieves the Unit 4 Learner Workbook
anticipated outcome. anticipated outcome. p 30 Summative Practical
Activity

4. The utility is closed.  Close the utility Unit 4 Learner Workbook

p 30 Summative Practical
Activity

Essential Embedded Knowledge

 Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may
cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour.
 Performance of all elements complies with the laws of the country operating in, especially with regard to copyright, privacy, health and safety, and consumer rights. All activities
must comply with any policies, procedures and requirements of the organisations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or
regulatory requirements.

Critical Cross-Field Outcomes Where it is Facilitation method Formative and Summative

covered Assessment

Critical Cross-Field Outcomes

4
CCFO IDENTIFYING Integrated  Lecturing Formative and Summative
Identify and solve problems in which responses display that decisions using critical and throughout  Facilitated workshop Assessment
creative thinking have been made by identifying simple operating problems when operating learner guide and  Group discussion and feedback
a personal computer.
assessments
CCFO ORGANISING Formative and Summative
Organise and manage oneself and one's activities responsibly and effectively by Assessment
understanding the personal computer operating system functions.
CCFO COLLECTING Formative and Summative
Collect, analyse, organise, and critically evaluate information by ensuring that personal Assessment
computer configurations are operated and maintained in accordance with manufacturers'
instructions.
CCFO SCIENCE Formative and Summative
Use science and technology effectively and critically, showing responsibility towards the Assessment
environment and health of others by acting responsibly when operating and maintaining
personal computer system.