CAT PAT GR 12 2020 Learner Guidelines Eng (Revised)

Downloaded from hlayiso.com COMPUTER APPLICATIONS TECHNOLOGY GUIDELINES FOR PRACTICAL ASSESSMENT TASKS (REVISED) LEARNER GUIDELINES 2020  ALL GRADE 12 CONTENT IN THE CURRICULUM IS EXAMINABLE.  This revised PAT does NOT imply that certain sections of the CAPS will be excluded from the NSC 2020 examinations.  The database and web design sections do not appear in this revised PAT. These guidelines consist of 49 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 2 DBE/PAT 2020 (Revised) NSC – Learner Guidelines TABLE OF CONTENTS 1. INTRODUCTION 4 2. GUIDELINES 5 2.1 What is the PAT? 5 2.2 Mark allocation 6 2.3 The topic 7 2.4 Overview of tasks 9 2.5 General 10 2.6 What you will need to complete the PAT 10 2.7 Dishonesty 10 2.8 Non-compliance 11 2.9 Preparation 11 2.10 Instructions for Phase 1 12 2.11 Instructions for Phase 2 22 2.12 Instructions for Phase 3 26 2.13 ADDENDUM A: Assessment tools 29 2.14 ADDENDUM B: Style guide for word processing documents 46 2.15 ADDENDUM C: Learner declaration of authenticity 47 2.16 ADDENDUM D: Sample Questions and Sources table (Phase 1) 48 2.17 ADDENDUM E: K-W-L-S chart 49 3. CONCLUSION 49 Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 3 DBE/PAT 2020 (Revised) NSC – Learner Guidelines TABLE OF FIGURES FIGURE 1: EXAMPLE OF QUESTIONS AND SOURCES TABLE 14 FIGURE 2: LEVELS OF QUESTIONS 15 FIGURE 3: QUESTIONS AND SOURCES TABLE WITH A QUESTION AND RELEVANT DETAILS ADDED 15 FIGURE 4: EXAMPLE OF BIBLIOGRAPHICAL INFORMATION NEEDED FOR A WEBSITE SOURCE 16 FIGURE 5: EXAMPLE OF BIBLIOGRAPHICAL INFORMATION NEEDED FOR PRINTED MEDIA SOURCE 16 FIGURE 6: EXAMPLE OF QUESTIONS AND SOURCES TABLE WITH BIBLIOGRAPHICAL INFORMATION ADDED 17 FIGURE 7: CRITERIA FOR CHECKING THE QUALITY OF INFORMATION ON WEBSITES 18 FIGURE 8: EXAMPLE OF QUESTIONS AND SOURCES TABLE WITH AN EXAMPLE OF CRITERIA FOR QUALITY INFORMATION ADDED 18 FIGURE 9: EXAMPLE OF QUESTIONS AND SOURCES TABLE SHOWING SUMMARISED INFORMATION 19 FIGURE 10: EXAMPLE OF QUESTIONS AND SOURCES TABLE SHOWING LINKS TO SUMMARISED INFORMATION 20 FIGURE 11: LEVELS OF COMPLEXITY OF SPREADSHEET FUNCTIONS 24 ACRONYMS CAPS Curriculum and Assessment Policy Statement FET Further Education and Training NSC National Senior Certificate PAT Practical Assessment Task POA Programme of Assessment SBA School-based Assessment Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 4 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 1. INTRODUCTION The 17 Curriculum and Assessment Policy Statements subjects which contain a practical component all include a practical assessment task (PAT). These subjects are:  AGRICULTURE: Agricultural Management Practices, Agricultural Technology  ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts  SCIENCES: Computer Applications Technology, Information Technology, Technical Sciences  SERVICES: Consumer Studies, Hospitality Studies, Tourism  TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-the-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 5 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2. GUIDELINES 2.1 What is the PAT? The PAT (practical assessment task) is an individual research project that involves extended independent work. It provides an opportunity for you to demonstrate the skills you have acquired in the subject in terms of your:  Research and information management skills  Ability to use software applications and technologies to produce quality outputs You will be provided with a very broad topic/scenario (see Section 2.3 – The topic) on which to base your PAT. You have to:  Analyse the broad topic/scenario and decide which issue best aligns with your interests and where you believe you can find most data  Provide a short description of the problem and the task  Produce a single, clear, researchable focus question that will guide you through the task  Produce a set of high-quality questions in order to begin and guide you through the investigation  Search for, identify and evaluate possible sources of information to answer the questions you have formulated  Gather quality information from the sources you have identified  Set up a survey/questionnaire in order to gather data related to the task  Design and create a spreadsheet which reflect the management, processing and analysis of data and information  Create a report regarding your investigation with information that has been sifted, evaluated and summarised to present your findings The PAT will be done in THREE phases over the first THREE terms of the Grade 12 year: Phase 1: Define the task and find, access and evaluate information needed to complete the task Phase 2: Process data and information Phase 3: Present information, solution, findings and conclusions Your teacher will provide you with dates and deadlines for each phase. These are determined by the provincial and district structures of the education department. In the absence of a valid reason, non-compliance with the dates set could lead to you not being awarded the marks for the particular phase. Valid reasons for not timeously completing the phases of the PAT include the following:  Illness, supported by a valid medical certificate issued by a registered medical practitioner  Humanitarian reasons, which include the death of an immediate family member, supported by a death certificate  Your appearance in a court hearing, which must be supported by written evidence  Any other reason that may be accepted as valid by the head of the assessment body or his/her representative Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 6 DBE/PAT 2020 (Revised) NSC – Learner Guidelines NOTE: The three phases are designed to ultimately combine to produce a word-processed report that contains your findings and conclusions. Each phase therefore 'feeds' into the next phase. The development of the final report starts in Phase 1 and is added to and refined as you complete the phases. It is therefore critical to view the task as a series of linked tasks, so you need to picture or 'imagine' what your final 'product' or report will look like and manage your time appropriately. 2.2 Mark allocation NOTE: The PAT counts 25% of your final Grade 12 mark for CAT. It is therefore crucial that you strive to produce work of a high standard. PHASE FOCUS MAXIMUM PERCENTAGE MARK (%) Phase 1 Find and access data and information 32 25% Phase 2 Process data and information 24 19% Phase 3 Present information/solution 52 41% General Observation and overall evaluation 20 15% TOTAL 128 100% NOTE: The final PAT mark is a compulsory component of the final certification mark (100) for all candidates registered for Computer Applications Technology. Carefully read and take note of the sections referring to 'Dishonesty' (Section 2.7) and 'Non-compliance' (Section 2.8). Your PAT could be moderated by provincial subject advisors and a sample could also be quality assured by Umalusi. The 'General' section (observation and overall evaluation) will be completed after you have submitted Phase 3. It will, however, not only be based on the resultant products, but also on observations of how you worked and conducted yourself throughout the full duration of the PAT in terms of your:  Attitude, commitment and work ethic  Effort  Independent working skills  Organisational skills  Producing professional work NOTE: You need to complete and hand in any outstanding work for the PAT at least three weeks before the final CAT practical examination. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 7 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.3 The topic TOPIC – VOLUNTEER OPPORTUNITIES 'Most of the time, to volunteer means that you are working side by side with others. This connects you to other human beings as you are working toward a common goal. When you volunteer, you are making connections. You are connected with the community. You are connected with the problem, as well as the solution. You are connected to a process – a process in which you believe. Through your actions and involvement, you are benefitting others as well as yourself.'1 'Volunteering offers vital help to people in need, worthwhile causes and the community, but the benefits can be even greater for you, the volunteer. Volunteering and helping others can reduce stress, combat depression, keep you mentally stimulated and provide a sense of purpose.'2 Your school would like to expose learners to opportunities of being involved in volunteer programmes. You were tasked to research possible problems that could be addressed by a/ some volunteer programme(s). Examples of volunteer programmes include:  Disaster relief (e.g. Doctors without Borders, Gift of the Givers)  Low-cost housing projects (e.g. Habitats for Humanity)  Animal welfare (e.g. SPCA, CARE, SANCCOB)  Prevention of malaria and other communicable diseases (e.g. Global Volunteers)  The right to sight (e.g. World Vision)  Water purification (e.g. Water Collective)  Homelessness (e.g. U-Turn, Better SA, Kids Haven)  Promoting general literacy (e.g. help2read)  Women empowerment (e.g. GVI, Volunteering Journeys, GoEco)  Working with children with disabilities (e.g. Khaya Volunteer Projects, you2africa, Nazareth House)  Helping senior citizens (e.g. Chabad House)  Feeding schemes, e.g. soup kitchen, sandwiches (e.g. Via Volunteers, Feed SA) 1 https://lotsahelpinghands.com/blog/volunteer-means/ 2 https://www.helpguide.org/articles/healthy-living/volunteering-and-its-surprising-benefits.htm Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 8 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Your task is to:  Investigate a current issue at international, national, provincial, local or school level  Investigate how this topic affects the community in terms of: o The existing problems and challenges faced o Community involvement in the solution to the problem o Look at (partial) solutions for individuals, institutions such as schools or hospitals, companies, government, etc.  Gather and analyse data relevant to the problem  Identify a volunteer programme/opportunity that could address/solve the problem  Identify possible aspects of the issue that the volunteer programme will address  Identify a suitable audience (such as the school management team, community forum, etc.) that you can present your research and findings to in a report that they could use or implement NOTE: You are NOT allowed to choose recent topics linked to 'Conservation' or 'Saving water'. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 9 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.4 Overview of tasks • Create a suitable folder structure. Phase 1 • Formulate a task definition and a focus question. (Planning and • Draw up questions to guide the process/research. sourcing of data • Identify sources to find quality information. and information, • Identify the research methods you will use. as well as critical • Perform background research. assessment of information • Critically assess information sources. sources) • Start the final report. • Hand in Phase 1. Phase 2 • Draw up and conduct a questionnaire/survey. (Design and • Design and use a spreadsheet to analyse the implementation survey results and other data/statistics gathered. of suitable tools • Continue refining the final report as needed. for capturing and analysis of data) • Hand in Phase 2. • Draw up findings, conclusions and recommendations Phase 3 in your own words. (Findings, • Complete the word processed report to report on conclusions and the process, findings and recommendations. reporting) • Hand in Phase 3. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 10 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.5 General For this project, you are expected to hand in your own, original work. You will show that your work is original by signing the declaration of authenticity (ADDENDUM C) after completing the PAT. 2.6 What you will need to complete the PAT To complete the tasks, you will need:  An office suite with the following software: o Word processing software o Spreadsheet software  A web browser (e.g. Edge, Chrome or Firefox)  Internet access to: o Find data and information o Administer electronic questionnaires, e.g. use e-mail to send questionnaires to respondents and receive completed questionnaires from respondents  Access to other sources, such as printed media (e.g. magazines, newspapers, brochures, textbooks) or other electronic material (e.g. e-books, e-articles)  Access to facilities to convert hard copies to electronic documents, e.g. scanner, digital camera, smartphone  Storage media to store and backup your work electronically, e.g. flash drive, rewritable CD/DVD 2.7 Dishonesty Since the PAT is an individual project that is part of your final promotion mark, you may NOT:  Get help from others without acknowledging this help  Submit work which is not your own  Lend your PAT work to other learners  Allow other learners to access or use your own material (this does not mean that you may not lend books to or borrow books from another learner, but you may not plagiarise other learners' research)  Include work directly copied from books, the internet or other sources without acknowledgement and recognition  Submit work typed or word processed by another person The above actions constitute dishonesty, for which you will be penalised. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 11 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.8 Non-compliance You will be given the opportunity to submit any outstanding work for the PAT as outlined in national and provincial documentation. NOTE: The absence of a PAT mark for CAT, without a valid reason, will mean that you will not receive a result for CAT at the end of Grade 12. This could influence the publication of your final Grade 12 results. 2.9 Preparation 1. Ensure that you understand the information management content, such as:  What a task definition is and how to formulate one  How to formulate a focus question  How to formulate research questions  Different types of information sources  How to evaluate information sources  What a questionnaire is and how to compile one  How to use application packages to process data and information  How to reference information and not commit plagiarism when compiling your report 2. Choose an issue/opportunity based on the overall topic of 'Volunteer opportunities' and do some pre-reading regarding the issue/opportunity before you start with Phase 1 to gain background knowledge about the issue/opportunity. 3. It could be helpful to complete a K-W-L-S chart after your pre-reading. See ADDENDUM E. 4. Follow the instructions for each phase, create the documents requested and save them in the appropriate folders. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 12 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.10 Instructions for Phase 1 The purpose of this phase of the PAT is to first create a suitable and logical electronic folder structure in which to store your work, and then to:  Determine what the problem is and what needs to be done – get 100% clarity  Decide what the focus of your investigation will be  Decide what data and information you will need for the project  Determine where the information (sources) could be found  Locate, evaluate and summarise the quality and relevance of information found in appropriate sources and add it to the report  Begin to design the structure and layout of the final word processing report to be completed in Phase 3 Create a suitable folder structure 1. Create an appropriate (electronic) folder structure in which to store your work as follows:  Create a main folder (your teacher may require you to name this in a specific way).  Within the main folder, each phase must have its own subfolder (you can/will add more subfolders to organise the work done in the different phases).  The names of the folders and files that you will store in them should be meaningful. NOTE:  All the documents that you create and the evidence that you collect must be saved in the appropriate folders.  The documents and folders must be organised in such a way that it is easy to navigate and find information.  It is your responsibility to ensure that you keep a backup copy of all your work at all times. Create a report Now start the report that will be used as the final product to communicate your findings and conclusions. Don't worry if you are unfamiliar with some of the 'headings'; you are simply putting together a 'skeleton' template or structure at this stage. You will add content (and other headings) to this report document throughout the course of the three phases of the PAT. 2. Create a word-processed report that contains the following:  A cover page A professional-looking, well-structured, custom-made cover page using appropriate content controls in order to add: o Your name and surname o The name of your school o The subject name and the PAT topic o A content control for the abstract Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 13 DBE/PAT 2020 (Revised) NSC – Learner Guidelines  An automatic table of contents  An automatic table of figures  Headings You need to add the following provisional headings: Table of Contents, Table of Figures, Introduction, Task Definition, Focus Question, Discussion and Analysis, Findings, Conclusion, Bibliography and Appendices. NOTE: Some headings will not have any content until Phase 2 or 3.  An addendum under the heading Appendices you created in your report with a diagram or a screenshot showing the folder structure, including any subfolders, used for Phase 1. Give it a suitable heading such as 'Folder Structure' and paste the diagram or screenshot in this addendum.  An addendum with the declaration of authenticity that will be used during all the phases. HINTS:  Apply the word processing skills you have learnt to produce a professional-looking document. While you will only be formally assessed on these aspects after completing your report in Phase 3, take note now of the style guide in ADDENDUM B of this document. This will save you a lot of time and effort at a later stage.  Save the report in a suitable subfolder in your 'Phase 1' folder. Define the task To show that you understand why you are conducting this investigation, you must be able to define, in your own words, what you will investigate and what you are required to do (±300 words or half a page in font size 12 pt as a guideline). This is called the task definition. 3. Your description should be added under the heading Task Definition (added in the previous section) and it must:  Provide a clear statement of the problem (current situation), i.e. why you are doing this investigation  Indicate the focus and the purpose of your investigation (desired outcome), i.e. give an overview of which of the aspects will be investigated and covered  Specify in broad terms how you will approach the task (study the requirements of the PAT and indicate how you intend to collect the data and information, manipulate it, etc.)  Identify a realistic target audience for the final report that will be drafted Considering the guidelines above, use the following questions to help you write your own task definition:  What is the current situation?  What will be the focus and purpose (desired outcome) of my investigation?  How will I go about the investigation considering all the PAT requirements?  Who is the target audience? Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 14 DBE/PAT 2020 (Revised) NSC – Learner Guidelines NOTE: Keep in mind that (in the long term), when choosing your issue/opportunity, you will also need appropriate data and information (including a survey/questionnaire) which can be:  Processed using a spreadsheet Determine the focus question To manage and complete the task, you must have a clear focus. 4. Considering the issue/opportunity you have chosen and the requirements of the PAT, you need to set the focus for your investigation. To do this, you must set/ask ONE question (the focus question), which must clearly reflect what the main focus of your investigation will be. The 'answer(s)' to this question form(s) the 'solution' to the problem that will be reflected in your final report. This question should be added under the heading Focus Question (added in the previous section) and needs to be:  A single sentence (not two questions or a paragraph)  Clearly phrased, concise and researchable and must describe exactly the focus of the investigation within the broader issue/opportunity  Clearly relevant to/the focus point of the chosen issue/opportunity Ask questions that will guide your investigation To solve the problem and answer the focus question, you need to ask more questions to help you find appropriate data and information. 5. First create a new addendum under the heading Appendices you created in your report. Give it a suitable heading such as 'Questions and Sources Table', and create the following table (also see ADDENDUM D): No. QUESTION QUESTION LEVEL CATEGORY TYPE OF BIBLIOGRAPHICAL QUALITY OF SUMMARY OF (1, 2, 3, 4) SOURCE INFORMATION INFORMATION INFORMATION FOUND FOUND 1 … … ... … … … … 10 Figure 1: Example of Questions and Sources Table TIP: It might be useful to place this addendum in landscape format. NOTE: You will fill in the required information in the various columns in this table as you progress through Phase 1. 6. Read the focus question that you asked and need to answer. The focus question should guide you in identifying additional quality questions that will help you to find the data and information that you need. In other words, what else do I need to find out (and that I do not know) BEFORE I start this task? The K-W-L-S chart in ADDENDUM E may help in this regard. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 15 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 7. Compile and evaluate the list of questions (at least TEN) that show at least THREE of the FOUR different levels of thinking, as follows: LEVEL TYPE OF LEVEL OR QUALITY OF QUESTION  Provide facts (who, when, where, what, how many, etc.)  Give direction to the investigation (why, how, etc.) Support predictions or help with any changes, alternatives or variations (what if,  if, etc.) Support your judgement or help to evaluate, critique, review or find meaning  (would it be better if, what recommendation, what would be best, etc.) Figure 2: Levels of questions NOTE: Fill in the questions (at least 10) and the level of each question in the source table, making sure that your (minimum of) TEN (10) questions collectively represent at least THREE of these FOUR different types/levels. 8. Review your questions and categorise/group them under at least THREE categories. This is so that the information you gather in answer to these questions is logically grouped together. Add the category into which each question falls, e.g. 'Problem' or 'Solution', to the table. An example of a possible extract from this table (with the relevant details added) is shown below. NOTE: These categories will become headings, later in Phase 3. Some examples: Background: Which feeding schemes are active in my community? Problem: How do we identify children in need of feeding schemes? Impact: Will feeding schemes help children in need in the long term? Costs: What does it cost to run a feeding scheme in my community? Solution: How can we all get involved to solve the problem of children who are underfed in our community? NOTE: Do NOT use the examples above verbatim. QUESTION TYPE OF No. QUESTION LEVEL CATEGORY SOURCE (1, 2, 3, 4) 1 What is the most 2 Background … efficient way to conduct a survey? … … … ... … 10 … … … … Figure 3: Questions and Sources table with a question and relevant details added 9. Rework or change the questions which you will then use to guide your investigation and finalise your list of:  At least TEN questions representing  At least THREE levels of questions types and  At least THREE categories of questions Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 16 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Identifying sources To solve the problem, you need to find and identify sources of data/information and gather quality data/information. 10. For EACH of the (minimum of) TEN questions you created (see point 7 on the previous page), locate sources to enable you to answer these questions by doing the following:  Identify a source to find the data/information for each question.  You must use the internet (at least TWO different websites) plus at least ONE other source, e.g. media (printed/electronic), such as newspapers, magazines, brochures, textbook, etc. or an expert (e-mail/interview), etc.  Provide bibliographical information for the sources you use (at least TWO websites and ONE other source) as follows: o For each website, record the following information: WEBSITE SOURCE Author(s)/Organisation/Publisher Lange, Gill Name of website and web page The culture trip Date created/updated 24 May 2018 Date accessed 14 February 2020 URL https://theculturetrip.com Figure 4: Example of bibliographical information needed for a website source o For each other source, such as books and magazines, record the following information: OTHER SOURCE Author(s) Fortuna, Cathryn Title of source 10 Best volunteer programs in South Africa Date published/issued 1 May 2019 Publisher Go Abroad Figure 5: Example of bibliographical information needed for printed media source  Now add all this information in the appropriate columns in the Questions and Sources table you created. Modify the table as needed. You can also add the bibliographical information as sources in the word processing document. A partial example of how you could go about it is shown on the next page. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 17 DBE/PAT 2020 (Revised) NSC – Learner Guidelines TYPE OF BIBLIOGRAPHICAL No. QUESTION … SOURCE INFORMATION 1 ... Internet/ Authors(s) Lange, Gill … Website Name of The Culture Trip … website/ web page Date created/ 24 May 2018 … updated Date accessed 14 February … 2020 URL https://theculture … trip.com 2 ... Magazine Author(s) Fortuna, Cathryn … Title 10 Best … volunteer programs in South Africa Date published 1 May 2019 … Publisher Go Abroad … 3 … Internet/ Authors(s) (Moodley, 2019) … Website Name of website/ web page Date created/ updated Date accessed URL 4 … Internet/ … Website Figure 6: Example of Questions and Sources table with bibliographical information added TIP: You can already enter these details as sources in your report document using the referencing functions of the word processing program using a style such as APA or Harvard. If the details are included in the sources of your report document, you may add the citation only, as shown above. The bibliography with all the details must be included in your Phase 1 document should you choose to include only the citation in this table. Once you have identified your sources (or during that process), you need to assess the potential quality of these sources of information in order to gather quality information. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 18 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 11. For each of the THREE minimum sources you identified (at least TWO different websites plus at least ONE other source) you need to briefly evaluate the quality of the information using the following criteria: CRITERIA MOTIVATION/EXPLANATION Authority The 'validity' or 'credentials' of the publisher or author(s) Currency The date on which the material was published or updated Accuracy Correspondence of the information with other sources Objectivity Any presence of prejudice, bias, skewing of information, etc. Coverage How extensively the material covers the topic Figure 7: Criteria for checking the quality of information on websites 12. Now add all this information to the Questions and Sources table you created. Modify the table as needed. A partial example of how you could go about it is shown below and a more detailed version is provided in ADDENDUM D. TYPE OF NO. BIBLIOGRAPHICAL INFORMATION QUALITY OF INFORMATION FOUND SOURCE 1 The author is a leader on the front Authors(s) Lange, Gill Authority of traveling and volunteering abroad. The article was Name of 10 Best volunteer published in 2019 website/ programs in Currency reflecting the latest web page South Africa volunteer programs available. Information provided corresponds with Date created/ Internet/ 1 May 2019 Accuracy other sources and ... updated Website is also accurate in terms of providing recent programs. There is no bias on the web page and the information is Date accessed 14 February 2020 Objectivity presented in a factual, objective fashion. The article provides extensive https://theculture coverage on a wide URL Coverage trip.com variety of volunteer programs available. 2 Authors(s) Fortuna, Cathryn Authority … Title 10 Best volunteer Currency programs in … ... Magazine South Africa Date published 1 May 2019 Accuracy … Publisher Go Abroad Objectivity … Coverage … 3 … … … … … Figure 8: Example of Questions and Sources table with an example of criteria for quality information added Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 19 DBE/PAT 2020 (Revised) NSC – Learner Guidelines TIP: You can split the main table and create a separate table for the quality of the information if you find it easier to work with. Engage with and use data and information Now that you have identified and evaluated your potential sources of information, you can start to extract the relevant information and gain an understanding by summarising the information in your own words: 13. Gather all other information and data from the sources you identified, as follows:  Save a copy (screenshot/copied content) of each website that you intend to use in an appropriate folder. TIP: You can use a free online service, such as PrintFriendly.com, to capture and save the contents of a web page in a single (PDF) file. You can then open or import the PDF file to MS Word, depending on the version you have.  Process/Summarise the information to extract appropriate information that is relevant to your information requirements (you will need it to compile the final report in Phase 3).  Record/Save the information in ONE of the following two ways: i. Copy the information and paste it in the relevant cells in the last column of the Questions and Sources table you created (the 'Summary of Information Found' column). An extract of this type of table is shown below. TYPE OF SUMMARY OF INFORMATION BIBLIOGRAPHICAL INFORMATION QUALITY OF INFORMATION FOUND SOURCE FOUND The author is a leader on  Top 10 volunteer programs Authors(s) Lange, Gill Authority the front of traveling and volunteering abroad.  A highly rewarding way of The article was published traveling is to volunteer Name of 10 Best volunteer in 2019 reflecting the  Khaya Volunteer program website/ programs in South Currency latest volunteer programs offers gap year programs web page Africa available. Information provided corresponds with other Date sources and is also Internet/ created/ 1 May 2019 Accuracy ... accurate in terms of Website updated providing recent programs. There is no bias on the web page and the Date 14 February 2020 Objectivity information is presented accessed in a factual, objective fashion. The article provides extensive coverage on a URL www.example.com Coverage wide variety of volunteer programs available. … … … … … … … … … … Figure 9: Example of Questions and Sources table showing summarised information ii. Store the summarised information for each question in word processing files in an appropriate folder and add hyperlinks to the files in the last column of the Questions and Sources table you created (the 'Summary of Information Found' column). An extract of this type of table is shown on the next page. Note the last column. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 20 DBE/PAT 2020 (Revised) NSC – Learner Guidelines SUMMARY OF TYPE OF QUALITY OF INFORMATION BIBLIOGRAPHICAL INFORMATION INFORMATION SOURCE FOUND FOUND Authors(s) … Authority … Hyperlink to Name of summary 1 website/ … Currency … Internet/ web page ... Website Date created/ … Accuracy … updated Date accessed … Objectivity … URL … Coverage … … … … … … … … … … … Figure 10: Example of Questions and Sources table showing links to summarised information NOTE: You may find that you still need additional sources, in which case you need to add them (as outlined in steps 10–12). Bear in mind that the information you finally add in the report needs to be suitably referenced, in other words, you may NOT commit plagiarism. Hand-in for Phase 1 Once you have completed Phase 1 of the project: 14. Submit a copy of your entire PAT folder to your teacher. The following should be in your Phase 1 subfolder: A single report document typed using a word processing application that includes the following:  A cover page with appropriate content controls to display your name and surname, the name of your school, the subject name and the PAT topic  The following provisional headings: Table of Contents, Table of Figures, Introduction, Task Definition, Focus Question, Discussion and Analysis, Findings, Conclusion, Bibliography and Appendices  Your task definition and focus question under the appropriate headings  An addendum with a diagram/screenshot of the folder structure for Phase 1  An addendum with the completed Questions and Sources table, with all the columns (see ADDENDUM D in this document for an example) filled in, with:  A minimum of 10 questions, covering three categories of question types  Sources for each question (from at least TWO different websites plus at least ONE other source)  Appropriate bibliographical data for each question  An assessment of the quality of the sources for each of the questions  A summary of the content for each of the questions, either added in the table or in separate files with a hyperlink to each file  An addendum with the declaration of authenticity Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 21 DBE/PAT 2020 (Revised) NSC – Learner Guidelines NOTE: Apply the word processing skills you have learnt to produce the report. Take note of the style guide in ADDENDUM B in this document. Your teacher will give you the date on which to submit your Phase 1 work for assessment. If you are unable to meet the deadline set, then you will need to provide a valid reason. Copy the report from this phase (Phase 1) to the relevant Phase 2 folder. Ensure that all electronic and/or hard copies of all documents/files are available and organised into a logical folder structure, clearly named and easy to find/navigate. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 22 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.11 Instructions for Phase 2 The purpose of this phase of the PAT is to:  Design, create and administer a suitable questionnaire/survey to gain relevant insights from respondents in terms of the task  Create and use a suitably designed spreadsheet to analyse the data from the questionnaire/survey Creating and conducting a questionnaire To collect data and information that you may not find in other sources or to support data or information in other sources, you need to create an electronic questionnaire. It needs to be skilfully and appropriately designed to ensure the easy and appropriate answering of questions, as well as accurate importing/capturing and processing of data and information. 1. The questions in the questionnaire should help you to gather data/information from people (i.e. data/information not likely to be found in other sources, e.g. opinions, preferences). Brainstorm some topics whereby you can get feedback from people through a questionnaire regarding your specific focus question (from Phase 1), such as the following:  How to raise awareness about an issue identified in the community?  How are people in your community affected by the issue you have chosen?  Which volunteer programme would assist your community?  What are the general attitudes/concerns of the public regarding the specific volunteer programme?  What actions could people take to assist with or get involved in the volunteer programme? 2. Think of the options available to you in terms of how you are going to administer the questionnaire for at least 25 respondents, trying to reach a cross-section of people in terms of age, gender, etc. This can be done by:  Creating a questionnaire in a word processor and either e-mailing it (or placing a link online) or getting different people in your school to answer them (saved under different file names). Note that the questionnaire must be created in a word processor first to be handed in (even if it is ultimately going to be conducted online).  Printing and distributing copies of the questionnaire OR  Creating an online version of the questionnaire you created using a word processor or by using an online tool such as an editable PDF document, Google Forms, SurveyMonkey, etc. 3. Formulate at least 5 questions, excluding biographical data (e.g. name, gender, age, address), as follows:  Ensure that all the questions are relevant and provide answers to questions that cannot be found in other sources.  Try to create questions where people can choose an answer from a list of possible answers (i.e. closed questions) as the responses to this type of question are often easier to record and process. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 23 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 4. Design the layout of the questionnaire while bearing the following in mind:  It must suit the way in which it will be administered, e.g. use content controls/form fields to enable respondents to complete the questionnaire electronically and for you to easily save the data/information.  The questionnaire should be easy to interpret, with appropriate headings and clear instructions for users.  Related questions should be grouped together under relevant headings.  It must consist of a maximum of one page.  You need to use professional formatting and layout (e.g. appropriate word processing) techniques.  It is a good idea to get other learners to 'test' your survey to see whether it is easy. Remember that you should have at least 25 respondents. You need to store the completed questionnaires in an appropriate folder under Phase 2. In the case of an online survey, the results of these surveys must be downloaded and saved in an appropriate folder under Phase 2.  Hard-copy questionnaires also need to be stored safely, preferably by scanning them and saving them in electronic format. Process and analyse data in a spreadsheet You now need to process and analyse all data (questionnaire data, as well as other data, such as number of people affected, etc.) that may require the use of a spreadsheet and worksheets within the spreadsheet. 5. Create a spreadsheet with a meaningful file name and save it in an appropriate subfolder in the Phase 2 folder. 6. Capture/Import/Copy the data from your questionnaire to this spreadsheet, as well as any possible data you sourced in Phase 1 that you need to process. Ensure that:  Only relevant, appropriate data is added/captured  Relevant, appropriate data other than the questionnaire/survey data is added  There are no processing errors/error indicators (formatting errors or inconsistencies) in the data 7. Design and format the spreadsheet with a good, user-friendly layout so that it is easy to read and interpret the data using appropriate formatting techniques:  Make sure the row and column headings/labels stand out, e.g. that they are formatted differently to other data  Use consistent colour, borders, wrapping and styles to format the spreadsheet  Ensure that the formatting makes it easy for anybody to interpret the data/results 8. Use filtering or sorting as needed on the data, as well as formulas and/or functions to process data and answer any data-related questions posed in Phase 1 (at least ONE from EACH level given on the next page): Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 24 DBE/PAT 2020 (Revised) NSC – Learner Guidelines LEVEL EXAMPLES OF FORMULAS/FUNCTIONS Simple functions that only use/include a single cell range, e.g. SUM, MAX, MIN,  COUNT, AVERAGE, MODE, MEDIAN, LEN, VALUE or a formula using any of the arithmetic operators ( +, – ,*, / ) Functions that include a cell range and one other parameter/condition, e.g. ROUND, LARGE, SMALL, LEFT, RIGHT, CONCATENATE, COUNTIF, SUMIF OR  Calculations using a combination of arithmetic operators and brackets OR Calculations using a combination of any two simple functions from level  Functions that include a cell range plus two parameters/conditions, e.g. POWER, MID, FIND, COUNTIFS, ROUNDUP, RANDBETWEEN or a simple IF function or any of the DATE and TIME functions  OR Any combination of more than two functions of arithmetic operators, brackets and other functions  A LOOKUP or nested IF function or functions not in the CAT CAPS curriculum Figure 11: Levels of complexity of spreadsheet functions NOTE: No marks will be awarded for functions that do not produce meaningful or relevant information. In other words, you must be able to use the information obtained from these formulas and functions as findings or partial findings and conclusions in your final report. If you are unsure of the level of functions, consult your teacher. Indicate to your teacher if you have used functions not in the curriculum. The types and complexities of spreadsheet functions and formulas needed are specified in more detail in the Assessment Instruments. 9. Summarise the results that you will use in the report on a separate worksheet within the same spreadsheet. 10. Create appropriate, meaningful graphs in your spreadsheet program that you will be able to use in your report to substantiate/support other information, claims or arguments, as follows:  Apply what you have learnt in CAT and Mathematics/Mathematical Literacy when creating the graphs.  Use appropriate types of graphs and options.  Ensure that the graphs are easy to read and interpret.  You must have at least two relevant graphs, although more might be useful. NOTE: You must be able to use the information obtained from these formulas, functions and graphs as findings or partial findings and conclusions in your final report. 11. Save the spreadsheet in your Phase 2 folder. Make sure that you use an appropriate file name. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 25 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Continue working on the report 12. Copy the report from Phase 1 to the relevant Phase 2 folder, if you have not done so already, and continue working on this report by adding your graphs under the Findings heading. You will need to expand this section (and other sections) in Phase 3. Hand-in for Phase 2 Once you have completed Phase 2 of the project: 13. Submit a copy of your entire PAT folder to your teacher. The following should be in your Phase 2 folder:  The original questionnaire you designed  A minimum of 25 completely answered questionnaires, stored in an appropriate folder under Phase 2. Hard-copy questionnaires also need to be safely stored. Consider scanning them and saving them in electronic format for safekeeping.  The completed spreadsheet with the analysis of the data, including graphs  Your updated report with your graphs added under the Findings section Copy the report from this phase (Phase 2) to the relevant Phase 3 folder. NOTE: Your teacher will give you the date on which to submit your Phase 2 work for assessment. If you are unable to meet the deadline set, you will need to provide a valid reason. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 26 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.12 Instructions for Phase 3 The purpose of this phase of the PAT is to:  Interpret data and information, combine and remix the information to show your own understanding and insight and to answer the focus question  Complete the report by using good word processing principles and techniques Report In order to communicate the knowledge and insight that you have gained, as well as the recommendations/solutions to the problem, you need to continue working on the report that you created in Phases 1 and 2 and add your findings and solutions. Use the data and information from Phase 2 and the understanding and insight that you have gained through your investigation to complete the report. Your report should, as a guide, consist of approximately 1 600–2 000 words (content only, excluding cover page, table of contents, references and graphics). Your report needs to be, as a guide, 6–8 pages long with the following sections:  A cover page  An introduction  Discussion and analysis  The findings and conclusions  Any appendices that are needed Suitable headings must appear in these sections. The categories, created in Phase 1, now become headings. 1. Copy the report from Phase 2 to the relevant Phase 3 folder (if not done already). 2. Note that over and above any specific instructions below, you need to apply the word processing skills you have learnt to produce a professional document. Take note of the style guide in ADDENDUM B and the notes on referencing below: Referencing  Using the information in Phase 1, add an automatically generated reference list/ bibliography using the features of your word processor. Ensure that sources used are referenced clearly and appropriately.  All the information you need should be found in the (summary) documents you created in Phases 1 and 2.  Any graphics from other sources must be acknowledged clearly and appropriately.  Automatic, appropriate captions must be inserted correctly for all tables/figures.  Make sure that you do not plagiarise, and use citations and/or footnotes appropriately using a referencing style such as Harvard or APA. NOTE: Your report must be written in your own words, except where information is correctly cited/acknowledged). You will be heavily penalised if you copy and paste large sections of text directly from the internet or any other source. Plagiarism is completely unacceptable. Be original and creative. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 27 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 3. Complete the cover page.  You should have added a cover page in Phase 1. Ensure that you have a professional- looking, well-structured cover page using appropriate content controls, with: o Your name and surname o The name of your school o The subject name o The PAT topic you chose  Now add a meaningful abstract/extract in a suitable content control. An abstract is a brief summary (3–4 lines as a guideline) of the contents of the report. After reading the abstract, readers should be aware of the content of the report so that they can see, at a glance, whether or not they wish to read the full report. Note that the abstract is not an introduction to, but rather an overview of the content and purpose of the report and should include a very brief mention of the findings. TIP: You are advised to recheck your abstract after you have completed the report. 4. Add an automatic table of contents and table of figures.  Add a provisional, automatically generated table of contents and table of figures once you have decided on the styles you are going to use for your headings.  Remember to update these tables once you have completed the report. 5. Write your introduction.  Give a clear overview and focus of the original problem.  Cleary state the focus and purpose of the investigation, pointing out which aspects you investigated.  Make sure you do not add any additional, unnecessary information. TIP: Consider your task definition and focus question when compiling your introduction but do not simply use them verbatim. 6. Discussion and analysis  You already have some headings added to your report but you may need to add additional headings and subheadings to the report as this will allow you to group the relevant information together in a logical fashion.  Add information from Phases 1 and 2 (summaries, questionnaire and spreadsheet) and all information/data/graphics (tables, graphs, charts, pictures) as needed. Make sure the data and information added are relevant to the investigation.  Adding hyperlinks: o Hyperlinks/Bookmarks must be used to navigate to other websites and external documents, e.g. the spreadsheet from Phase 2. o Hyperlinks to these external data/information sources must be easy to locate and recognise/'understand'. Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 28 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 7. Formulate your findings.  You need to formulate at least THREE appropriate claims, arguments or findings that are appropriate and relevant to the investigation (as guided by your focus question).  All these claims, arguments and findings must be: o Supported by relevant, appropriate data/information and a meaningful explanation of how or why the evidence supports these findings o Drawn from information presented in the report and address the original problem statement/focus in light of the evidence presented 8. Formulate your conclusion(s). Your conclusion(s) must:  Be meaningful and logical  Address the original problem statement/focus in light of the evidence presented The conclusion(s) should NOT contain new information that is not researched. 9. Once you have completed the report, do a final check in terms of the formatting and references covered in point 2 and remember to update the tables of contents and figures. Hand-in for Phase 3 Once you have completed this phase of the project, submit a copy of your entire PAT folder to your teacher: The following should be in your Phase 3 folder:  The word processing report you completed in this phase NOTE: You also need to complete and hand in the final declaration (ADDENDUM C). Your teacher will give you the date on which to submit your Phase 3 work for assessment. If you are unable to meet the deadline set, you will need to provide a valid reason. Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 29 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.13 ADDENDUM A: Assessment tools ASSESSMENT TOOL – PHASE 1 LEARNER'S NAME: ___________________________________________________________ DATE HANDED IN: ____________________ NOTE: This is a criterion-referenced tool and not a norm-referenced tool. The teacher MUST highlight or tick applicable criteria in the second column. The number of ticks in this second column does not always determine the mark obtained in columns 4 to 8. Relate the criteria to the mark, e.g. in item 1, if answers to all 4 questions are evident, then a mark of 4 is awarded. Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 1 TASK DEFINITION Clearly describes, in the learner's own words, the intention of the task/project (PAT), i.e. shows a thorough understanding of the problem (what the problem is), what he/she needs to investigate and why he/she is doing the investigation. Provides a clear overview of the focus of his/her investigation and the aspects to be investigated and covered, as well as how he/she will go about it, to whom it must be presented and how it must be presented.  What is the current situation? All 4 questions in the criteria Only 3 of the 4 questions in Only 2 of the 4 questions in the Only 1 of the 4 questions in Not done OR  What will the focus and purpose (desired clearly the criteria criteria clearly the criteria None of the outcome) of my investigation be? answered and clearly answered and in clearly criteria clearly  How will I go about the investigation, considering 4 in the learner's own words answered and in the learner's the learner's own words answered and in the learner's answered OR all the PAT requirements? own words own words Any part of the  Who is the target audience for the final report? task definition not in the (Target audience should be realistic) learner's own words Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 30 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 2 FOCUS QUESTION A clearly phrased, concise, researchable question that describes exactly what the focus of the investigation will be within the broader scenario and that is relevant to what was given in the task description. (Will clearly direct the investigation and provide an indication of the scope)  Clearly phrased, concise question All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly No focus question  Question will be researchable present present present OR  Single sentence 4 No discernible focus  Clearly relevant to/focus point of the OR Not scenario/topic researchable 3 QUESTIONS – QUALITY (Questions to guide the research – This is NOT for the QUESTIONNAIRE.) A minimum of 10 questions, representing at least three of the four different levels (e.g. 'factual/closed', 'investigate/explore', 'predict/change', 'judge/evaluate') relevant to the topic, that will help to address the problem and provide a solution to the problem/focus question within the parameters of the PAT requirements, i.e. will provide qualitative as well as quantitative information. Questions are classified/categorised into a minimum of three groups.  All questions provided are relevant to the topic Clearly contains all 4 Clearly contains 3 of the 4 Clearly contains 2 of Clearly contains only 1 None of the aspects have and will help to address the problem aspects aspects the 4 aspects of the 4 been  Questions are representative of at least THREE aspects addressed different cognitive question levels 4  All questions are grouped/classified under categories  At least THREE different categories/ groupings of questions Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 31 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 4 QUESTIONS – TECHNICAL ASPECTS Technical aspects such as number of questions and sources indicated. Learner identified a variety of sources (at least three sources).  Possible, appropriate source type (e.g. Clearly contains all 4 Clearly contains 3 of Clearly contains 2 of the 4 Clearly contains only 1 None of the aspects have internet/printed media/people) indicated for each aspects the 4 aspects aspects of the 4 been addressed question aspects  At least 10 questions included Number of sources, excluding questionnaire: 4  At least 2 websites identified as potential sources plus  At least 1 other source from another type/media (e.g. magazine, newspaper, brochure, textbook – printed or electronic format), e-mail/ interview with an expert 5 SOURCES – BIBLIOGRAPHICAL INFORMATION Appropriate sources identified to answer questions and source details clearly indicated for at least THREE sources listed as required. Aspects/Criteria for websites: All applicable All applicable Applicable Some No source details  Authors(s) aspects addressed for aspects addressed for aspects addressed for at applicable aspects provided OR  Name of website/web page all 3 (minimum) at least 2 sources least 1 source OR addressed for at least 1 No sources provided  Date created/updated sources OR 2 or 3 aspects source  Date accessed 4 or 5 aspects addressed for addressed for at least 2 sources  URL 4 at least 3 sources Relevant aspects/criteria for other types of sources:  Authors(s)  Title  Date published  Publisher, etc. Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 32 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 6 INFORMATION – EVALUATION Table completed for at least two websites and one other source, clearly evaluating the quality of the source and its contents by providing a clear, relevant motivation/explanation for each aspect. Aspects/Criteria: All aspects All aspects All aspects At least 2 of Only 1 of the 5  Authority clearly addressed addressed for at least 2 addressed for at least 1 source the 5 aspects clearly aspects clearly and correctly  Currency and correctly motivated/ sources OR OR 2 or 3 aspects addressed and correctly done for all sources  Accuracy 4 explained for 4 or 5 aspects addressed for 2 motivated/ OR  Objectivity all 3 sources addressed for all 3 sources sources explained for all sources Not done for all sources  Coverage OR One-word answers 7 INFORMATION – SUMMARY Information from each source used is summarised in learner's own words. Summary gives information available in the source which is relevant to the topic and which will help to answer questions or is useful for solving the problem.  Summaries are completed for all the questions All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the aspects clearly  Summaries give information available in the present present present present sources 4 OR  Information is relevant to the topic Not done  All summaries are in learner's own words Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 33 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 8 PHASE 1 DOCUMENT Single word processing document that contains all information required for Phase 1.  Single report document present Clearly contains all 4 Clearly contains 3 aspects Clearly contains 2 of Clearly contains only 1 No document  Minimum headings present: Table of contents, aspects the 4 aspects of the 4 Table of Figures, Introduction, Task Definition, aspects Focus Question, Discussion and Analysis, Findings, Conclusion, Bibliography and Appendices 4  An addendum with a diagram/screenshot of the actual folder structure for Phase 1 is included  Evidence of sources available: Completed table of Questions and Sources table with all the columns is present TOTAL MARK FOR PHASE 1: 32 MARK OBTAINED Comment/Feedback: __________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________ Teacher name: ____________________________________________ Teacher signature: __________________________ Date:______________________ Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 34 DBE/PAT 2020 (Revised) NSC – Learner Guidelines ASSESSMENT TOOL – PHASE 2 LEARNER NAME: _____________________________________________________________ DATE HANDED IN: ____________________ NOTE: This is a criterion-referenced tool and not a norm-referenced tool. The teacher MUST highlight or tick applicable criteria in the second column. The number of ticks in this second column does not always determine the mark obtained in columns 4 to 8. Relate the criteria to the mark, e.g. in item 1, if answers to all 4 questions are evident, then a mark of 4 is awarded. Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 1 QUESTIONNAIRE – QUALITY Well thought-out questionnaire that will provide answers to questions not likely to be found in other sources or that will lead to verifying, clarifying or supplementing other information. Some questions will also enable the processing of data using a spreadsheet  Clear instructions guide users in the answering Clearly contains all 4 Clearly contains 3 of the 4 Clearly contains 2 of Clearly contains 1 of No questionnaire OR of questions aspects aspects the 4 aspects the 4 aspects None of the 4  Questions are relevant and mostly provide aspects clearly answers to questions that cannot be found in 4 present other sources or that supplement/verify/clarify  Questions enabled processing in spreadsheet  At least 25 completed questionnaires 2 QUESTIONNAIRE – TECHNICAL Electronically created questionnaire, professionally and appropriately designed for the way in which it will be administered (online, e-mail or printed) (e.g. created in a word processing program using appropriate principles and techniques such as controls/form fields or created in Google Docs or an editable PDF format) that will ensure easy and appropriate answering of questions as well as accurate importing/capturing and processing of data and information.  Form is created electronically, appropriate to the Clearly contains all 4 Clearly contains 3 of the 4 Clearly contains 2 of Clearly contains 1 of No questionnaire OR way it will be administered aspects aspects the 4 aspects the 4 aspects None of the 4  Appropriate questions grouped together under aspects clearly relevant headings present 4  At least 5 questions, excluding biographical data such as gender and age  Professional formatting and layout (e.g. appropriate word processing techniques) Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 35 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 3 SPREADSHEET – TECHNICAL Well designed and formatted using appropriate formatting techniques (borders, shading, font alignment, etc.) with good layout and easy to read and interpret (row and column headings stand out). The format should contribute to readability, not hinder it.  Separate worksheet for results Clearly contains all 4 Clearly contains 3 of the 4 Clearly contains 2 of Clearly contains only 1 No spreadsheet OR  Well-designed layout (headings and borders) aspects aspects the 4 aspects of the 4 None of the  Well formatted with appropriate, consistent 4 aspects aspects clearly present formatting (e.g. freeze panes, conditional formatting, absolute cell referencing)  Easy to read and interpret 4 SPREADSHEET – QUALITY Relevant data used. Processing is correct and relevant/appropriate and will answer questions, show trends/patterns, provide insights and contribute to the solution.  Only relevant, appropriate data collected and Clearly contains all 4 Clearly contains 3 of the 4 Clearly contains 2 of Clearly contains only 1 Most data not relevant captured, excluding biographical data aspects aspects the 4 aspects of the 4 OR  Relevant/Appropriate processing and analysis of aspects Majority of the data/No processing errors/error indicators 4 processing not  Analysis includes relevant, appropriate data other relevant or totally incorrect than the questionnaire/survey data  Processing (functions) done correctly 5 SPREADSHEET – GRAPHS At least TWO graphs that are relevant, meaningful and serve a purpose, are of the correct type and formatted to be easy to interpret (headings, labels, legends, etc.). The graphs will help to answer questions and contribute to the solution/explain aspects of the problem/solution.  At least one relevant, meaningful graph present, Clearly contains all 4 At least 3 aspects included At least 2 aspects At least 1 aspect No charts/graphs that will contribute to the solution aspects included included OR  A second relevant meaningful graph that will None of the four contribute to the solution 4 aspects are  Appropriate types of graph(s) and options used included  Graph(s) easy to read and interpret Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 36 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 6 SPREADSHEET – COMPLEXITY The following represent the four different levels of complexity of spreadsheet functions:  Simple functions that only use/include a single cell range, e.g. SUM, MAX, MIN, COUNT, AVERAGE, MODE, MEDIAN, LEN, VALUE or a formula using any of the arithmetic operators ( +, – ,*, / )  Functions that include a cell range and one other parameter/condition, e.g. ROUND, LARGE, SMALL, LEFT, RIGHT, CONCATENATE, COUNTIF, SUMIF OR Calculations using a combination of arithmetic operators and brackets, or calculations using a combination of any two simple functions from level   Functions that include a cell range plus two parameters/conditions, e.g. POWER, MID, FIND, COUNTIFS, SUMIFS, ROUNDUP, RANDBETWEEN or a simple IF function or any of the Date and Time functions OR Any combination of more than two functions of arithmetic operators, brackets and other functions  A LOOKUP or nested IF function or functions not in the CAT CAPS curriculum  At least ONE meaningful calculation from Meaningful calculations Meaningful calculations Meaningful calculations Meaningful calculations No spreadsheet OR level . using using functions using using functions No relevant,  At least ONE meaningful calculation from functions from all 4 levels from any 3 different levels functions from any 2 different from only 1 level (,, meaningful processing done level . (,, and (,, or ) levels (,, or )  At least ONE meaningful calculation from ) or ) level .  At least ONE meaningful calculation from 4 level . NOTE: Any incorrect/meaningless aspect/function does NOT qualify for consideration. List any function (where applicable) used that is not part of the curriculum Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 37 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained TOTAL MARK FOR PHASE 2: 24 MARK OBTAINED Comment/Feedback: __________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________ Teacher name: ____________________________________________ Teacher signature: __________________________ Date: _____________________ Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 38 DBE/PAT 2020 (Revised) NSC – Learner Guidelines ASSESSMENT TOOL – PHASE 3 LEARNER NAME: _____________________________________________________________ DATE HANDED IN: ____________________ NOTE: This is a criterion-referenced tool and not a norm-referenced tool. The teacher MUST highlight or tick applicable criteria in the second column. The number of ticks in this second column does not always determine the mark obtained in columns 4 to 8. Relate the criteria to the mark, e.g. in item 1, if answers to all 4 questions are evident, then a mark of 4 is awarded. REPORT Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 1 REPORT – TECHNICAL ASPECTS – COVER PAGE  Cover page added correctly All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects present No cover page added  Appropriate content controls used where possible present present OR  Name and surname, name of school and topic 4 No suitable control added components  Meaningful abstract/extract included (summary of problem/topic) 2 REPORT – TECHNICAL ASPECTS – GENERAL PRESENTATION  Appropriate, readable fonts, size (10–12 pt) All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects present None of the aspects present  Not more than two fonts used present present  Appropriate word spacing and basic punctuation 4 used  No spelling or grammar mistakes highlighted 3 REPORT – TECHNICAL ASPECTS – HEADINGS  Headings stand out clearly from other (body) text All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the aspects present (typically 12–18 pt) present present present  Styles used to give headings due prominence  Different levels of headings are clearly 4 distinguished  Heading styles used to ensure that headings are formatted in a consistent way Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 39 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 4 REPORT – TECHNICAL ASPECTS – BODY TEXT  Appropriate line and paragraph spacing (no All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the aspects 'empty' paragraphs) used present present present present  Consistent formatting throughout 4  Body text is easily distinguished from headings  All body text is left-aligned/justified 5 REPORT – TECHNICAL ASPECTS – PAGE LAYOUT  Automatic page numbering used All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the aspects  Header/footers/page numbering set appropriately present present present present per section 4  Page breaks used to start new pages  Uses section breaks to start new sections, e.g. Appendices 6 REPORT – TECHNICAL ASPECTS – EASE OF NAVIGATION Professional, well-structured document that is easy to navigate and in which information is easy to find.  Updated, automatic table of contents, correctly All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the 4 aspects clearly inserted present present present present  Other tables (tables, figures) and appendices OR correctly inserted in any way Totally  Hyperlinks/Bookmarks (other than the table of 4 dysfunctional contents) used appropriately and correctly to navigate to other documents, e.g. spreadsheet  Hyperlinks to external data/information sources, e.g. spreadsheet are easy to understand/discern Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 40 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 7 REPORT – PLAGIARISM AND CITATION ISSUES Presented in learner's own words with all sources cited and all graphics from other sources acknowledged. Signed declaration of authenticity is included.  All sources used are clearly and appropriately All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the aspects acknowledged/citations added for all sources present present present clearly  Graphics from other sources are clearly and 4 present appropriately acknowledged  Citations present are added correctly  A minimum of THREE citations added 8 REPORT – TECHNICAL ASPECTS – ACKNOWLEDGEMENTS AND EVIDENCE Professional, well-structured document that gives credit to sources used, using sound word processing functions, principles and techniques  Automatic reference list/bibliography correctly All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the 4 aspects inserted present present present clearly  Automatic, appropriate captions correctly present inserted for all tables/figures OR  Automatic table of figures/diagrams added 4 Not done  Supporting documentation added as part of document (appendices), clearly distinguishable from main document (e.g. different sections, restarting page numbers, descriptive headers/footers) 9 REPORT – INTRODUCTION Clear, concise introduction providing background information that tells the reader what the report is about. Clearly states the problem, purpose and the focus of the investigation. Answers the questions: What is the problem? What was the purpose of the investigation/Why did you do the investigation? What was your focus (which aspects did you investigate)?  Clear overview and focus of the of problem given All 4 aspects clearly stated Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the 4 aspects  Purpose of the investigation clearly stated and no other/ stated with no stated stated clearly stated  Clear focus in terms of which aspects were 4 unnecessary information other/ unnecessary OR Only a copy of the investigated information task definition/focus  No unnecessary, additional information added question appears Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 41 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 10 REPORT – DISCUSSION (BODY) – ORGANISATION Information used from Phases 1 and 2 are relevant to the investigation/supportive of different aspects within the investigation and the information is logically sequenced and flows naturally from one aspect to the next to ensure easy reading and clear understanding. Content is organised using appropriate headings.  Only relevant, appropriate data/information All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the 4 aspects clearly used from Phases 1 and 2 present present present present  Relevant information grouped together under the appropriate headings 4  Information logically sequenced and flows naturally from one heading/paragraph to next  All graphics used are relevant and appropriate 11 REPORT – DISCUSSION AND ANALYSIS – ARGUMENTS, FINDINGS AND SUPPORTING INFORMATION Discussion contains at least three relevant, appropriate findings/arguments/claims related to the investigation that are supported by data/ information gathered and processed (charts/graphs, etc.) or manipulated (combined, integrated and synthesised from various sources) and includes a meaningful explanation of how or why the data/information supports the finding/argument/claim (connects data/information to argument/claim). The findings/recommendations convey knowledge gained and the learner's understanding of the problem and investigation, as well as some new/thoughtful ideas/insights that address the problem.  At least THREE appropriate claims/arguments/ All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 aspect clearly present None of the 4 aspects clearly findings that are appropriate and relevant to the for all claims/ present for most present for all for all claims/ present investigation arguments claims/ claims/ arguments OR  All claims/arguments/findings are supported by arguments arguments OR Not done relevant, appropriate data/information (links to OR Only 2 aspects OR external data) All 4 aspects clearly present Claims/ clearly present for some claims/ arguments not  Meaningful explanation of how or why the 4 for only 1 claim/ arguments meaningful/ evidence supports the argument/claim and argument totally shows a clear understanding of the problem irrelevant and investigation  Findings/Recommendations include some new/thoughtful ideas/insights about the problem/investigation Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 42 DBE/PAT 2020 (Revised) NSC – Learner Guidelines Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 12 REPORT – CONCLUSION Meaningful and logical conclusion drawn from the information and evidence presented, and addresses the original problem/investigation, appropriately summarised. Any new information presented at this point must have been appropriately investigated/researched, with supporting evidence.  Conclusion present All 4 aspects clearly present Only 3 of the 4 aspects clearly Only 2 of the 4 aspects clearly Only 1 of the 4 aspects clearly None of the 4 aspects clearly  Conclusion drawn from information presented in present present present present report and addresses the original problem OR statement/focus in light of the evidence No conclusion 4 presented  Conclusion is meaningful and logical  Conclusion relevant to the focus question in Phase 1 TOTAL MARK FOR REPORT: 48 MARK OBTAINED Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 43 DBE/PAT 2020 (Revised) NSC – Learner Guidelines GENERAL Possible Mark CRITERIA/ASPECTS 4 3 2 1 0 mark obtained 13 EVIDENCE AND ORGANISATION OF ALL DOCUMENTS (ALL PHASES) Format and organisation of material/evidence  Electronic and/or hard copies of all documents Clearly contains all 4 Clearly contains 3 of Clearly contains 2 of Clearly contains 1 of No evidence OR (including evidence of sources) available aspects the 4 aspects the 4 aspects the 4 aspects Contains none  All files organised into a logical folder structure of the 4 (subfolders within each phase), clearly named 4 aspects  Structure is easy to find/navigate  Meaningful folder and file names used throughout TOTAL MARK FOR GENERAL: 4 MARK OBTAINED TOTAL MARK FOR PHASE 3: 52 MARK OBTAINED Comment/Feedback: __________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________ Teacher name: ____________________________________________ Teacher signature: __________________________ Date: _____________________ Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 44 DBE/PAT 2020 (Revised) NSC – Learner Guidelines LEARNER NAME: __________________________________________________________ DATE SUBMITTED: ___________________ General evaluation based on continuous observation and final impression NOTE: The learner's efforts may well match descriptors in one or more categories (0–4). The mark allocated should fit the category which best matches the learner's efforts. Characteristics/Descriptors Aspect Mark 4 3 2 1 0 Attitude,  Showed exceptional  High level of commitment  Fair level of commitment  Low level of commitment  Low level of commitment commitment and commitment throughout throughout shown in some parts shown shown throughout work ethic  Worked diligently and  Generally committed  Showed some commitment  Did not work on regular  Hardly worked at all/Erratic showed an exceptionally performance and showed and pride in the work done basis with a general lack of performance with little or no Notes: high level of commitment pride in work most of the but was not always commitment and pride in the pride or commitment shown and pride in work at all times time consistent work at all  Always showed high level of  Generally positive attitude  A positive attitude was  Generally needed a lot of  Negative attitude discernible enthusiasm and a positive with a sound worth ethic present at times but needed 'prodding' to get going with throughout with a largely work ethic some 'prodding' not much evidence of a 'don't care attitude' clearly positive attitude evident Effort  Excellent, sustained effort  High level of effort shown  Effort was not sustained  Very little effort shown  Virtually no effort shown demonstrated throughout throughout across all phases throughout throughout Notes:  Always took time and effort  Took time and effort to  Did not always pay clear  Very limited attempt to follow  Did not bother to follow or to clarify and follow all clarify and follow all attention to instructions or or clarify instructions as clarify any instructions as instructions instructions bother to clarify instructions required needed when in doubt Independent  Carried out the project in a  Needed very little help or  Some independent working  Showed little  No evidence of ability to working skills highly independent fashion guidance, showed present and some evidence independence/Minimal work independently/Minimal  Showed outstanding level of independent working skills that he/she responds to evidence that he/she or no evidence of Notes: skills/growth in knowledge and clear evidence of guidance given responds to guidance given responding to guidance and skills responding well to feedback/  Showed some growth in  Showed limited growth in given guidance given knowledge and skills knowledge and skills  Showed no discernible  Showed definite growth in growth in knowledge and knowledge and skills skills Organisational  Always kept to due dates.  Always kept to due dates  Two phases were on time  One phase was on time  None of the phases on time skills  Exceptionally well-organised  Well organised in terms of  Erratic in terms of  Shows little evidence of  Completely disorganised Notes: in terms of planning, scheduling and managing organisational skills/Strong organisational skills/Very scheduling and managing time tendency to procrastinate high level of procrastination Professional  Produced products of the  High quality products  Professional in parts but not  Products produced were  No products produced Products highest calibre with very little produced with a high level of consistently so and some sloppy and unprofessional OR Quality very poor (Reports) scope for improvement professionalism parts were done in a sloppy  Would virtually need a  Not ready to be implemented Notes:  Products were meaningful  Can be implemented or used fashion complete revamp to use in in real life and could be used in real life in real life after minor  Can be implemented in real real life adjustments life after significant adjustments Total: 20 Copyright reserved Please turn over

Computer Applications Technology Downloaded from hlayiso.com 45 DBE/PAT 2020 (Revised) NSC – Learner Guidelines LEARNER NAME: __________________________________________________________ DATE: _____________________________ Assessment Summary Phase Focus Maximum Mark Mark Obtained 1 Find and access data and information 32 2 Process data and information 24 3 Present information/solution – Report 48 3 Present information/solution – General 4 General Observations made and overall evaluation 20 Total: 128 /128 /100 Declaration of Authentication by Teacher I hereby declare that, to the best of my knowledge, the work assessed is solely that of the learner (except where there is clear acknowledgement and record of any substantive advice/assistance given to the learner) concerned and that the work was conducted under supervised/controlled conditions to ensure that it has not been plagiarised, copied from someone else or previously submitted for assessment by anyone else. Comment/Feedback: __________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________ Teacher name: ____________________________________________ Teacher signature: __________________________ Date: _____________________ Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 46 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.14 ADDENDUM B: Style guide for word processing documents Cover page  Use appropriate content controls to display information.  Text should be typed using appropriate font sizes.  This should be the only page on which a page border is used.  Avoid 'arty' borders and backgrounds/Do NOT use Word Art/Text Art.  If a picture is used, the picture should be appropriate to the topic. Headings  The font used should be easy to read, e.g. Cambria or Calibri.  The font size should vary between 12 pt to 18 pt.  Ensure that headings stand out clearly from other text.  Use heading styles where appropriate to ensure that headings are formatted in a consistent way. Analysis and Discussion  Use a font that is easy to read and that is the same as the heading font or matches the heading font, e.g. Cambria or Calibri.  Do not use more than two different font types.  Use appropriate word spacing and basic punctuation (i.e. one space after a full stop and comma).  Font size should not be larger than 12 pt and not smaller than 10 pt.  Ensure that different paragraphs are clearly distinguished.  Use appropriate word processing principles and techniques to create white space and enhance readability (e.g. line and paragraph spacing).  Ensure that all body text is formatted in a consistent way. Using styles would help to ensure consistency.  Body text should be distinguished from headings.  Body text should be left-aligned. Paragraph formatting  Use appropriate and consistent line and paragraph spacing throughout.  Ensure there are no 'empty' paragraphs.  Ensure that all text in the body is left-aligned. Page layout  Use word processing functions to add page numbers.  Use page/section breaks to start new pages/sections, e.g. Appendices.  Use bullets and numbering where appropriate to enhance readability.  Use sufficient white space.  Tables, graphs and other graphics should have appropriate captions. General formatting and editing  Keep it simple – this is not an art or design competition – it is the quality of the report and content that matter.  Check the spelling and grammar of your document. Professional documents are error-free. Copyright reserved

Downloaded from hlayiso.com Computer Applications Technology 47 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.15 ADDENDUM C: Learner declaration of authenticity Learner name ID Number Grade 12 Year 2020 Subject Computer Applications Technology Practical Assessment Task (PAT) Teacher Did you receive any help/information from anyone to complete this project? No Yes (provide details below) Help/Information received Nature of the help/information (provide evidence): from (person): I hereby declare that the contents of this assessment task are my own original work (except where there is clear acknowledgement and appropriate reference to the work of others) and that I have not plagiarised, copied from someone else or used work previously submitted for assessment by anyone. _________________________ ___ / ___ / 2019 SIGNATURE OF LEARNER DATE Copyright reserved

Computer Applications Technology Downloaded from hlayiso.com 48 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.16 ADDENDUM D: Sample Questions and Sources table (Phase 1) QUESTION SUMMARY OF TYPE OF QUALITY OF INFORMATION NO. QUESTION LEVEL CATEGORY BIBLIOGRAPHICAL INFORMATION INFORMATION SOURCE FOUND (1, 2, 3, 4) FOUND Authors(s) Lange, Gill Authority … Name of website/ The Culture Trip Currency … web page Internet/ ... ... ... 1 Website Date created/updated 24 May 2018 Accuracy … <Hyperlink 1> Date accessed 14 February 2020 Objectivity … URL https://theculturetrip.com Coverage … Author(s) Fortuna, Cathryn Authority … 10 Best volunteer Title Currency … ... ... ... Magazine programs in South Africa 2 <Hyperlink 2> Date published 1 May 2019 Accuracy … Publisher Go Abroad Objectivity … 3 … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 10 … … … … … … … … … Copyright reserved Please turn over

Downloaded from hlayiso.com Computer Applications Technology 49 DBE/PAT 2020 (Revised) NSC – Learner Guidelines 2.17 ADDENDUM E: K-W-L-S CHART Example of a K-W-L-S Chart K W L S What I already know What I want to know What I learned What I still want to learn 3. CONCLUSION Upon completion of the practical assessment task, learners should be able to demonstrate their understanding of the industry, enhance their knowledge, skills, values and reasoning abilities, as well as establish connections to life outside the classroom and address real-world challenges. Furthermore, the PAT develops learners' life skills and provides opportunities for learners to engage in their own learning. Copyright reserved