# Commonwealth Computer Navigator's Certificate/SAQA CCNC Standards

## SAQA confirms Standards for CCNC

These standards have now been published at: http://www.col.org/ccnc

### Progress Report Summary

#### Background

In response to the request by the COL to identify and/or generate and register a qualification on the National Qualifications Framework (NQF[1]) equivalent to the Commonwealth Computer Navigators Certificate, an initial scoping and research into the content of the proposed CCNC qualification had to be undertaken in order to determine the scope of the project as well as to ensure that the qualification will not be a duplication of the already existing End User Computing (EUC) qualification.

The Information Technology SGB has generated and registered a number of Unit Standards in End User Computing as a response to a very high demand from industry and IT sector specifically. The EUC Standards range from NQF Level 1 to NQF level 4 and cover a range of knowledge areas in Use of IT in Business. These Standards were scoped against the ICDL.

The recent scoping exercise and research carried out found out that the CCNC content is currently under construction and that the modules being developed will be based on the ICDL qualifications and modules. Thus according to our research, the CCNC will be equivalent to the ICDL except for the fact that it will use open access software. The following modules are being developed to make up the full CCNC qualification:

1. Concepts of IT
2. Using the Computer and Managing Files
3. Word Processing
4. Databases
5. Presentations
7. Information and Communication

The registered EUC qualification covers all the modules listed above.

1. Mapping and comparative studies done
2. Conclusion: CCNC maps completely to the NQF registered End User Computing Unit Standards

#### Unit Standards List

The South African Qualifications Authority has developed and registered 23 Unit standards. These standards will be used to assist the development of the CCNC.

The List of standards and their details follows below:

1. Describe the application and effect of Information and Communication Technologies (ICT) on society
2. Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe manner
3. Develop and use keyboard skills to enter text
4. Enhance, edit and organise electronic messages using a Graphical User Interface (GUI)-based messaging application
5. Identify and explain ICT risks and recommend security solutions
6. Install a Personal Computer (PC) peripheral device, in a GUI environment
7. Managing files in a Graphical User Interface (GUI) environment
8. Operate a personal computer system
9. Use a Graphical User Interface - based presentation application to enhance presentation appearance
10. Use a Graphical User Interface (GUI)-based database application to solve a given problem
11. Use a Graphical User Interface (GUI)-based database application to work with simple databases
12. Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations
13. Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation according to a given brief
14. Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets
15. Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem
16. Use a Graphical User Interface (GUI)-based word processor to create and edit documents
17. Use a Graphical User Interface (GUI)-based word processor to format documents
18. Use a Graphical User Interface-based web-browser to search the Internet
19. Use a GUI-based word processor to create merged documents.
20. Use a GUI-based word processor to enhance a document through the use of tables and columns
21. Use electronic mail to send and receive messages
22. Use generic functions in a Graphical User Interface (GUI)-environment
23. Using a Graphical User Interface (GUI)-based spreadsheet application, enhance the functionality and apply graph charts to a spreadsheet

### Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe manner

PURPOSE OF THE UNIT STANDARD
This unit standard is intended for people who need a fundamental understanding of the concepts of Information and Communication Technology (ICT) either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry. People credited with this unit standard are able to:

● Describe the components of Information and Communication Technologies.
● Describe the hardware components of a personal computer.
● Describe software for personal computers.
● Describe information networks in relation to ICT.
● Describe ergonomic principles for computer workstations.
● Explain health and safety when working with computers.
● Setup a computer workstation taking ergonomic principles and health and safety issues into account.

The performance of all elements is to a standard that allows for further learning in this area.

LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following:

● Mathematical literacy and communication skills at least at NQF level 1.

UNIT STANDARD RANGE: N/A

SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Describe the components of Information and Communication Technologies.

Associated Assessment Criteria 1 Types of computers are described in terms of their size, application, and relation to each other.

Range Types of computers - at least five of: mainframes, minicomputers, personal computers, network computers(thin clients), laptop computers, multimedia computers, personal digital assistants (PDA).

Associated Assessment Criteria 2 The components of a personal computer are described in terms of their role in the system as a whole is described.

Range Input, output, storage, peripherals, ROM, Ports (Serial, Parallel, USB).

Associated Assessment Criteria 3 The major components of ICT is described in terms of their relationship to each other.

Range Components include but is not limited to: Client computers (typically PCs), Various Networks (LANs & WANs), server computers, the Internet.

SPECIFIC OUTCOME 2 Describe the hardware components of a personal computer.

Associated Assessment Criteria 1 The Central Processing Unit (CPU) is described in terms of its purpose and functions.

Associated Assessment Criteria 2 The Memory of a personal computer is defined in terms of memory size, the types of memory and their purpose.

Range At least two of: Memory types: RAM, ROM, ROM-BIOS, Video memory, PROM. Associated Assessment Criteria 3 Input devices are identified and described in terms of their purpose and functions.

Range At least six of: Mouse, keyboard, trackball, microphone, touchpad, light pen, scanner, joystick, digital camera.

Associated Assessment Criteria 4 Output devices are identified and described in terms of the variety, their purpose and functions.

Range: At least four of: Monitors (Visual Display Units (VDU)), printers, plotters, speakers, speech synthesisers, microfilm (microfiche).

Associated Assessment Criteria 5 Input/output devices are identified and described in terms of their purpose and function.

Range: Touchscreen, modem.

Associated Assessment Criteria 6 Storage devices are identified and described in terms of their purpose, capacity and functioning.

Range : At least three of: Floppy/stiffy disks, hard disks, magnetic tape streamers, CD-ROM, ZIP drives and cartridges, flash disks.

SPECIFIC OUTCOME 3 Describe software for personal computers.

Associated Assessment Criteria 1 The types of software are described in terms of purpose.

Range Operating system software, applications software. Associated Assessment Criteria 2 Operating system software is defined in terms of its function, providing examples of current OS software commonly in use.

Range Functions include but not limited to: Interface to hardware, interface between application software, interface to printing.OS software include but is not limited to: MS Windows, UNIX, Lunix, Macintosh. Associated Assessment Criteria 3 Applications software is defined and examples of applications software types and the specific application for each is described.

Range At least 3 of: word processing, spreadsheets, database, presentation, desktop publishing, multimedia applications, internet applications.

SPECIFIC OUTCOME 4 Describe information networks in relation to ICT.

Associated Assessment Criteria 1 "Data communication" is defined in terms of its different forms of data communication and examples given.

Associated Assessment Criteria 2 The networking of computers are explained in terms fo its use, advantages and disadvantages.

Associated Assessment Criteria 3 The terms LAN and WAN are explained in terms of their scope and usage.

Range: Distinguish between same graphical area and wide spread area.

Associated Assessment Criteria 4 Different types of telephone network connections used for access to the Internet are explained with examples.

Range: Any 2 of: Analogue (Pulse), Digital (Tone), ADSL (Direct), Wireless.

SPECIFIC OUTCOME 5 Describe ergonomic principles for computer workstations.

Associated Assessment Criteria 1 The ergonomic principles for computer workstations are explained in terms of their application and purpose.

Associated Assessment Criteria 2 Environmental conditions relating to ergonomics of computer workstations are explained in terms of their impact on personal well being.

Range: At least two of the following: environmental conditions: lighting, ventilation, VDU positioning, VDU glare, seating, position and use of input devices (e.g. keyboard, mouse), breaks away from the computer.

SPECIFIC OUTCOME 6 Explain health and safety when working with computers.

Associated Assessment Criteria 1 Current legislation related to health and safety in the ICT environment are identified and explained with examples.

Associated Assessment Criteria 2 Personal injuries related to incorrect ergonomics when working with computers are explained with examples.

Range: At least two of the following: back pain, neck pain, repetitive strain injury (RSI), eye strain.

Associated Assessment Criteria 3 Common precautions that can be taken when working with computers are explained in terms of how they ensure safe working environment.

Range : At least two of the following: trailing power leads and/or cables, insecure power leads, worn or frayed power leads, overloaded power points.

Associated Assessment Criteria 4 ICT working practices are explained in terms of ways to minimise the effect of working practices on the immediate environment.

Range : At least two of the following: recycling paper, recycling ink/toner cartridges, redundant peripheral devices, low power options on devices, use of "standby" or "sleep" modes for devices, digital formats for communication and storage of documents. Effects can be harmful or positive.

SPECIFIC OUTCOME 7 A computer workstation is set up taking ergonomic principles and health and safety issues into account.

Associated Assessment Criteria 1 The computer workstation is set up taking ergonomic principles into account.

Ergonomic principles include but are not limited to: lighting, VDU position, seating, position and use of input devices (e.g. keyboard, mouse).

Associated Assessment Criteria 2 A computer workstation is set up taking health and safety issues into account.

Range: Health and safety issues include but are not limited to: Power leads, cables, power points.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards.

Moderation Process:

● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD 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.

● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation).

● Organisations in South Africa responsible for standards for health and safety when working with computers is identified such as SABS.

UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the impact of using a computer in an unsafe manner.

UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and ones activities responsibly and effectively by ensuring that the correct ergonomic structures are in place before using a computer.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using a computer in a safe and secure manner.

UNIT STANDARD ASSESSOR CRITERIA: N/A

UNIT STANDARD NOTES This unit standard has replaced 7546 which was " Describe the application and impact as well as social implications of information technology", Level 2, 5 credits.

Supplementary Information:

a. Assessor Notes:

● Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.
● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in.

b. Abbreviations:

● PC - Personal computer.
● CD - Compact disk.
● GUI - Graphical User Interface.
● LAN - Local area network.
● ISP - Internet Service Provider.
● CPU - Central Processing Unit.
● RAM - Random Access Memory.
● ROM - Read Only Memory.
● VDU - Visual Display Units (Monitor)

### Develop and use keyboard skills to enter text

Purpose People credited with this unit standard are able to use keyboard techniques to key in alpha and numeric text, symbols, and special characters, using a standard alpha-numerical keyboard; identify and remedy technique errors; apply keyboard techniques and ergonomic practices to avoid overuse injuries; and produce sentences and paragraphs containing alpha and numeric text, symbols and special characters.

LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in:

● Communication skills at least at General Education and Training (GET) level.

SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Develop keyboard techniques to key-in alpha and numeric text, symbols,and special characters. Notes : Develop keyboard techniques to key-in alpha and numeric text, symbols, and special characters, using a standard alpha-numeric keyboard. Range: Forearm, wrist, hand and fingers, posture, location of guide keys, automatic response to key location, use of fingering pathways and key striking motion for keyboard used.

Associated Assessment Criteria 1 Text entry settings established for line spacing, font size, and page margins are consistent with information provided and output required.

Associated Assessment Criteria 2
Text entry functions are identified and used to produce output in accordance with information provided and output required.
Range : Entry functions may include but are not limited to - shift, caps lock, enter, space bar, backspace, tab, cursor keys, delete, insert, over type; evidence is required for six entry functions.

Associated Assessment Criteria 3
Keyboard techniques are used to key-in short passages of 150 keystrokes containing alpha and numeric text, symbols, special characters, and incorporating punctuation, in accordance with information provided and output required.

Associated Assessment Criteria 4 Keyboard techniques developed are appropriate to the keyboard system adopted, and are within the physical capabilities of the keyboard operator.
SPECIFIC OUTCOME 2 Identify and remedy technique errors.
Associated Assessment Criteria 1 All keyboarded text is proof-read and errors are identified.
Associated Assessment Criteria 2 Analysis of keyboard techniques applied and text output produced is used to identify technique errors.
Associated Assessment Criteria 3 Remedial techniques are applied to achieve improved keyboard skill and quality of text output.
SPECIFIC OUTCOME 3 Apply keyboard techniques and ergonomic practices to avoid overuse injuries.
Associated Assessment Criteria 1 Positioning of fingers, wrists, forearms, and back, in relationship to the size, slope and type of keyboard being used, is consistent with occupational health and safety guidelines for keyboard operators.
Associated Assessment Criteria 2 Overuse syndrome prevention techniques are demonstrated in relation to posture and technique in accordance with occupational health and safety guidelines for keyboard operators.
Associated Assessment Criteria 3 Concepts of ergonomic practice relating to keyboard are explained in accordance with occupational health and safety guidelines for keyboarding errors.

Range: Examples of ergonomic factors may include but are not limited to room temperature, humidity, ventilation, workstation location and design, chair design and height, acoustics and noise level, lighting, positioning of power cables, positioning of keyboard and screen, screen background colour, screen brightness control, reduction of screen glare and radiation, screen tilt, copyholder type and position, use of footrests, anti-static furnishings; explanation is required for five ergonomic factors.
SPECIFIC OUTCOME 4 Produce sentences and paragraph containing alpha and numeric text, symbols and special characters.
Associated Assessment Criteria 1 Keyboard techniques are used to key-in alpha entries containing a minimum of 150 words (750 keystrokes), in accordance with information provided and output required.
Associated Assessment Criteria 2 Keyboard techniques are used to key-in text containing alpha and numeric entries, symbols and special characters, of a minimum of 1 000 keystrokes, in accordance with information provided and output required.

UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD ASSESSOR CRITERIA: N/A

UNIT STANDARD NOTES 1. All activities associated with this standard must comply with occupational health and safety guidelines and recommendations in relation to working environment and work practices for keyboard operators, and will required consideration of relevant current legislation and future amendments to legislation: Health and Safety in Employment Act.

2. Text produced will contain words not exceeding an average of 1.5 syllables per dictionary word.

### Enhance, edit and organise electronic messages using a Graphical User Interface (GUI)-based messaging application

PURPOSE OF THE UNIT STANDARD
This unit standard is intended for people who need to use electronic mail to send and receive messages either as a user of computers or as basic knowledge for a career needing this competency, like the ICT industry.

People credited with this unit standard are able to:

● Explain legal, ethical and organisational issues in relation to the use of E-mail.
● Work with multiple E-mail messages.
● Manage E-mail messages.
● Use the address book facilities of an electronic mail application.

The performance of all elements is to a standard that allows for further learning in this area.

LEARNING ASSUMED TO BE IN PLACE The credit value of this unit standard is calculated assuming a person is competent in the following:

● Mathematical literacy and communication skills at least at NQF level 1.
● Use generic functions in a Graphical User Interface (GUI)-environment (ID 117902 - NQF level 1).
● Use electronic mail to send and receive messages (ID 116945 - NQF level 2).

UNIT STANDARD RANGE
● This standard is applicable to any messaging application that runs on any Graphical User Interface(GUI) operating system.
● 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 OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1
Explain legal, ethical and organisational issues in relation to the use of Email.

Associated Assessment Criteria 1 The implications of legislation on the use of email in an organisation are explained in terms of transmission of information via the Internet.

Range : The implications of current legislation on the use of information from the internet need to be included in explanations with reference to national and international practice. At least two laws need to be included.
Associated Assessment Criteria 2 Implications to an organisation of providing Email facilities to individuals in the workplace are explained, in terms of security, and virus protection.
Associated Assessment Criteria 3 Security considerations of using the Internet for transmitting messages are described in terms of both security and its implications to the immediate environment.

Range : At least 2 of: Digital Certificate, Encryption, Viruses, Spam Filter, unsolicited mail.

SPECIFIC OUTCOME 2 Manage E-mail messages.
Associated Assessment Criteria 1 Default mail folders are identified and explained in terms of their purpose. Range: Inbox (messages received), outbox (messaged to be sent), sent messages (messages that have been sent), deleted messages, drafts (messages created but not sent).
Associated Assessment Criteria 2 New mail folders are created in order to organize messages in an email application.

Range : Minimum of two new mail folders.
Associated Assessment Criteria 3 E-mail messages are manipulated between mail folders. Range : Moved, Copied.
Associated Assessment Criteria 4 E-mail messages are sorted within a mail folder. Range : By date, by sender, by subject; ascending and descending.

Associated Assessment Criteria 5 The priority of an outgoing message is changed within an email application, in order to allow urgent message to be sent first.

SPECIFIC OUTCOME 3 Use the address book facilities of an electronic mail application.
Associated Assessment Criteria 1 Address books are identified and explained in terms of their purpose and use.

Range : At least one of: Copied from another address book, added manually, added from an E-mail message.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards.
Moderation Process:
● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD 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. An example of the standards expected is the standards found in ISO 9000 Certified Organisations.

● 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.

● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation).

UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding the uses and benefits of using an Email application.
UNIT STANDARD CCFO ORGANIZING Organise and manage oneself and ones activities responsibly and effectively by organizing email messages into relevant folders within an Email application.
UNIT STANDARD CCFO COLLECTING Collect, analyse, organise, and critically evaluate information by receiving, analyzing, organizing and critically evaluating email messages sent and received.
UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject by creating and responding to Emails relevant to a specific topic.
UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using an Email application to communicate to others in various places in a wide spread area.

UNIT STANDARD ASSESSOR CRITERIA N/A

UNIT STANDARD NOTES This unit standard has replaced 7571, which was " Demonstrate the ability to use electronic mail software to send and receive messages", Level 2, 3 Credits.

Definitions:

● "Internet" refers to a global network connecting millions of computers. More than 100 countries are linked into exchanges of data, news and opinions. ● "E-Mail" and Email both refer to the same facility and are used interchangeably in this unit standard, with the same meaning. ● "Web Browser" refers to a software application used to locate and display web pages. The two most popular browsers are Netscape Navigator and Microsoft Internet Explorer. Both of these are graphical browsers, which means that they can display graphics as well as text.

This unit standard is not suitable for assessment by simulation.

Common GUI functions like printing, using a pointing device and using the HELP facility are covered in a generic unit standard (ID 117902) and should be assessed as part of the mentioned standard.

Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in.

Abbreviations:

● PC - Personal computer.
● CD - Compact disk.
● GUI - Graphical User Interface.
● LAN - Local area network.
● ISP - Internet Service Provider.

### Identify and explain ICT risks and recommend security solutions

PURPOSE OF THE UNIT STANDARD
People credited with this unit standard are able to:

● Explain and differentiate between Information Technology and Communication Technology.
● Explain what is risk.
● Describe information security problems and recommend simple solutions.
● Describe computer viruses and virus attacks.
● Describe the management of computer viruses using anti-virus software.

The performance of all elements is to a standard that allows for further learning in this area.

LEARNING ASSUMED TO BE IN PLACE
The credit value of this unit standard is calculated assuming a person is competent in:
● Mathematical literacy and communication skills at least at NQF Level 3.
● Describe the application and effect of Information and Communication Technologies (ICT) on society (ID 117928 - NQF Level 4).

UNIT STANDARD RANGE: N/A

SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1
Explain and differentiate between Information Technology and Communication Technology.
Associated Assessment Criteria 1
Information Technology and Communication Technologies (ICT) is explained.

Range : Differentiate between Information Technology and Communications Technology.

Associated Assessment Criteria 2 Explain how information and communication technologies have converged.

Range : Any three of: Cable Internet, Web TV, Gaming consoles, WAP, GPRS. Associated Assessment Criteria 3 Explain the benefits of converging technology.

SPECIFIC OUTCOME 2 Explain what is Risk.

Associated Assessment Criteria 1 Explain what are risks/threats (general definition).

Associated Assessment Criteria 2 Identify and explain what risks are associated with ICT.

Data loss/theft, hardware and software loss/theft, unauthorized access, espionage, piracy, breach of copyright, viruses.

Associated Assessment Criteria 3 Explain what effects these threats have on organizations.

Loss of revenue, business slows down, competitors gain advantage, face legal action, high cost of replacement, poor public image.
SPECIFIC OUTCOME 3 Describe information security problems and recommend simple solutions.

Associated Assessment Criteria 1 Explain what is information security.

Associated Assessment Criteria 2 Describe the main information security control areas.

The system, the environment, policies/procedures. Associated Assessment Criteria 3 Describe and recommend system controls. Range: Any three of: Passwords, access rights, UPS, drive locks, warning alarms (hardware and software anti virus software.

Associated Assessment Criteria 4 Describe and recommend environment controls.

Range : Any three of: Access control, guards, locks fencing, air conditioners, cleanliness, anti static.

Associated Assessment Criteria 5 Explain what are policies and procedures.

Associated Assessment Criteria 6 Explain what is acceptable and unacceptable usage of ICT's.

Associated Assessment Criteria 7 Explain the implications for unacceptable use of ICT's.

SPECIFIC OUTCOME 4 Describe Computer Viruses and Virus Attacks.
Associated Assessment Criteria 1 Types of computer viruses are described.

Range : Any two of: Trojans, worms, time bombs, logic bombs, macro viruses.

Associated Assessment Criteria 2 Methods of spreading viruses are described. Range : Any three of: copying disks, hacking, e-mail attachments.

Associated Assessment Criteria 3 Methods of protecting against viruses are described.

Associated Assessment Criteria 4 Computer viruses are explained in term of the threats it poses to computer environments.

SPECIFIC OUTCOME 5 Describe the management of computer viruses using anti-virus software.

Associated Assessment Criteria 1 Computer viruses are defined in terms of their construct and effect.

Associated Assessment Criteria 2 Classes of computer viruses are defined in terms of their impact.

Range : File-infectors, Systems or boot-record infectors, Macro viruses. Associated Assessment Criteria 3 Methods of disinfecting files are described.

Range : Automatic scanning, file scan.

Associated Assessment Criteria 4 The reasons for keeping anti-virus software updated and explained.

Associated Assessment Criteria 5 Examples of current anti-virus software are given.

Range : Minimum of 3 examples.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programmes of education and training assessed against unit standards.

Moderation Process:

● Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE ● Performance of all elements is to be carried out in accordance with organization standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behavior.

● Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.

● All activities must comply with any policies, procedures and requirements of the organizations involved, the ethical codes of relevant professional bodies and any relevant legislative and/or regulatory requirements.

● Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. in a commercial or government organization).

UNIT STANDARD DEVELOPMENTAL OUTCOME: N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that decisions using critical and creative thinking have been made by understanding security aspects of using computers in modern society.

UNIT STANDARD CCFO ORGANIZING
Organise and manage oneself and one's activities responsibly and effectively by effectively using a variety of safeguards to maintain security of a computer environment.

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organize, and critically evaluate information by remaining alert to new viruses that could effect the computer.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when engaging with the subject.

UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environment and health of others by acting responsibly when using a computer.

UNIT STANDARD ASSESSOR CRITERIA: N/A

UNIT STANDARD NOTES: Assessor Notes:

● Possible laws applicable to this standard could include acts like Access to Information Acts; Copyright Acts, Constitution of the Country being assessed in.

Abbreviations:

● PC - Personal computer.
● CD - Compact disk.
● GUI - Graphical User Interface.