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MATSECExaminations BoardSEC 39 SyllabusInformation Technology2023Updated on 15th October, 2021
SEC39 Information TechnologySyllabus AddendumMitigating factors for 2023 MATSEC Examinations SessionChanges in Subject ContentContent of Unit 1 K6, K10, C5 and A2 may not be covered.Changes in CourseworkUnit 1 A2 will not be assessed in the coursework but still includedon the front sheet and awarded full marks.Changes in Exam Paper(s)The Unit 1 Controlled assessment will not include K6, K10 and C5.Marks for these criteria, which shall not be assessed, will beprorated at the end of the unit based on the combinedperformance in Knowledge and Comprehension criteria within thesame unit.MATSEC Examinations BoardJanuary 2021
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYTable of ContentsIntroduction . 2Part A: General Policies . 3Introduction . 3Programme Learning Outcomes . 3Unit Learning Outcomes . 3Programme Descriptors . 5Overview . 5Definitions/Terminology . 7Assessment Scope . 8Quality Assurance . 8Part B: Unit Specifications . 9Introduction . 9Interpreting the Unit Specifications . 9Unit 1: Computer Hardware Installation . 11Learning Outcomes . 11Unit Content . 12Learning Outcomes and Assessment Criteria . 17Assessment Criteria . 22Scheme of Assessment . 22Distribution of Marks . 22Unit Appendix – Safety Signs found in an IT Environment . 23Unit 2: Multimedia Systems and Basic Website Design . 24Learning Outcomes . 24Unit Content . 25Learning Outcomes and Assessment Criteria . 28Assessment Criteria . 31Scheme of Assessment . 31Distribution of Marks . 31Unit 3: Networking . 32Learning Outcomes . 32Unit Content . 33Learning Outcomes and Assessment Criteria . 37Assessment Criteria . 40Scheme of Assessment . 40Distribution of Marks . 40Appendix 1 – Minimum Required Resources . 41Page 1 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYIntroductionThe aim of this learning and assessment programme is to assist secondary schools to manage vocationalprogrammes, specifically in the planning and implementation of the programme delivery.This learning and assessment programme is structured in two parts, namely:Part A: General PoliciesPart B: Unit SpecificationsIn Part A, the Learning Outcomes of the programme are explained. Important terms used in the Learningand Assessment Programme (LAP) are defined.In Part B, the content to be covered in each unit is provided. The learning outcomes together with a briefdescription are also specified. The assessment criteria together with the scheme of assessment arepresented in this part of the document.In order to ensure effective implementation of the programme, adequate standards, quality assuranceprocesses and procedures have to be adopted. Additionally, policies, guidelines and strategies related toassessment practices are documented in the SEC Vocational Subjects Policy Document. Standardtemplates will also be provided and will be structured as follows:List of TemplatesTeacher’s TimeframeAssignment Brief Front SheetRecord of Internal Verification – Assignment BriefRecord of Internal Verification – Assessment DecisionExternal Verification Report TemplateUnit Tracking Sheet TemplatePage 2 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYPart A: General PoliciesIntroductionThe aim of the vocational programme in Information Technology (IT) is to provide candidates with theunderpinning knowledge related to the IT industry. By the end of the programme, candidates areexpected to have gained sufficient skills and knowledge and be able to apply them.Programme Learning OutcomesAt the end of the programme, I can: Choose computer systems and peripheral devices. Demonstrate an understanding of the health and safety practices. Install and configure an operating system. Identify suitable components and justify a system replacement/installation/upgrade (RIU). Carry out, test and document a system replacement/installation/upgrade following good workingpractices. Demonstrate knowledge about different multimedia systems. Create simple animations and audio-visual productions. Develop a static website. Demonstrate knowledge of networks. Set-up a small-scale network. Share data and devices amongst different users. Identify threats and devise security solutions.Unit Learning OutcomesUnit 1: Computer Hardware InstallationAt the end of the unit, I can:LO 1. Demonstrate an understanding of good practices on the workplace.LO 2. Describe different types of computer systems.LO 3. Choose compatible internal hardware components for a computer installation (RIU).LO 4. Install (RIU) internal hardware components and configure the necessary software.LO 5. Document a computer installation (RIU).LO 6. Identify appropriate computer maintenance.Page 3 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYUnit 2: Multimedia Systems and Basic Website DesignAt the end of the unit, I can:LO 1. Describe different types of multimedia systems.LO 2. Modify and create digital images and animations.LO 3. Use video editing software to develop an audio-visual production.LO 4. Plan and design a website according to specific requirements.Unit 3: NetworkingAt the end of the unit, I can:LO 1. Demonstrate an understanding of computer networks and data transmission media.LO 2. Setup a small scale local area network.LO 3. Share files and devices on a network.LO 4. Setup security measures.Page 4 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYProgramme DescriptorsProgramme descriptors are understood as outcome statements of what a candidate is expected to have achieved by the end of the programme. Theseare an adaptation of MQF level descriptors for the specific programme.OverviewMQF Level 1MQF Level 2MQF Level 3Basic general IT related knowledge.1. Acquires basic general knowledge related tothe immediate IT environment andexpressed through a variety of simple toolsand context as an entry point to lifelonglearning;2. Knows and understands the steps needed tocomplete simple tasks and activities in an ITenvironment;3. Is aware and understands basic IT tasks andinstructions;4. Understands basic IT textbooks andinstruction guides.Basic factual knowledge of the IT fields of workor study.1. Possess good knowledge of the IT field ofwork or study;2. Is aware and interprets IT relatedinformation and ideas;3. Understands facts and procedures in theapplication of basic IT related tasks andinstructions;4. Selects and uses relevant IT knowledge toaccomplish specific actions for self andothers.Knowledge of facts, principles, processes andgeneral concepts in the IT field of work or study.1. Understands the relevancy of theoreticalknowledge and information related to the ITfield of work or study;2. Assesses, evaluates and interprets facts,establishing basic principles and concepts inthe IT field of work or study;3. Understands facts and procedures in theapplication of more complex IT tasks andinstructions;4. Selects and uses relevant IT knowledgeacquired on one’s own initiative toaccomplish specific actions for self andothers.Page 5 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYMQF Level 1MQF Level 2MQF Level 3Basic skills required to carry out simple ITrelated tasks.1. Has the ability to apply basic IT knowledgeand carry out a limited range of simpletasks;2. Has basic repetitive communication skills tocomplete well defined IT routine tasks andidentifies whether actions have beenaccomplished;3. Follows instructions and be aware ofconsequences of basic actions for self andothers.Basic cognitive and practical skills required touse relevant IT information in order to carry outtasks and to solve IT related routine problemsusing simple rules and tools.1. Has the ability to demonstrate a range ofskills by carrying out a range of complex ITrelated tasks within the IT field of work orstudy;2. Communicates basic IT related information;3. Ensures IT related tasks are carried outeffectively.A range of cognitive and practical skills requiredto accomplish IT related tasks and solve ITrelated problems by selecting and applying basicmethods, tools, materials and information.1. Demonstrates a range of developed IT skillsto carry out more than one complex ITrelated task effectively and in unfamiliar andunpredictable IT contexts;2. Communicates more complex ITinformation;3. Solves basic IT related problems by applyingbasic methods, tools, materials andinformation given in a restricted learningenvironment.Work out or study under Direct Supervision in astructured IT context.1. Applies basic IT knowledge and skills to dosimple, repetitive and familiar tasks;2. Participates in and takes basic responsibilityfor the action of simple IT tasks;3. Activities are carried out under guidance andwithin simple defined timeframes;4. Acquires and applies basic IT keycompetences at this level.Work or study under supervision with someautonomy.1. Applies factual IT knowledge and practicalskills to do some structured tasks;2. Ensures one acts pro-actively;3. Carries out IT related activities under limitedsupervision and with limited responsibility ina quality controlled IT context;4. Acquires and applies basic IT keycompetences at this level.Take responsibility for completion of IT relatedtasks in work or study and adapt own behaviourto circumstances in solving IT problems.1. Applies IT knowledge and skills to do someIT tasks systematically;2. Adapts own behaviour to circumstances insolving IT related problems by participatingpro-actively in structured IT learningenvironments;3. Uses own initiative with establishedresponsibility and autonomy, but issupervised in quality controlled learningenvironments, normally in an ITenvironment;4. Acquires IT key competences at this level asa basis for lifelong learning.Page 6 of 42
SEC 39 SYLLABUS (2023): INFORMATION essment CriteriaA description of what a candidate is expected to do in order todemonstrate that a learning outcome has been achieved.AssessorThe person responsible to grade the candidate’s work, issue a mark anddetermine the candidate’s final grade.CompetencesEach competence is defined as a combination of knowledge and skills andis associated with the level of autonomy and responsibility that the personis expected to have at that level.Controlled AssessmentAn assessment set by MATSEC which may include written and/or practicaltasks as specified in the syllabus. This may be a take-home assessmentor carried out under controlled conditions.CourseworkA number of assignments set by teachers and given to the candidateduring the course as specified in the syllabus.KnowledgeKnowledge refers to the understanding of basic, factual and theoreticalinformation, which is traditionally associated with formal learning but canalso be acquired from informal and non-formal learning.Learning OutcomeLearning Outcomes are statements which describe what a qualificationrepresents in terms of knowledge, skills and competences. The MaltaQualifications Framework (MQF) defines a learning outcome as what thecandidate understands and is capable of doing at the end of the learningprocess.Malta QualificationFrameworkThe Malta Qualifications Framework (MQF) provides an indication of thelevel of difficulty as a benchmark for a qualification, which needs to beassigned a level and mapped to the framework. The MQF has leveldescriptors from Level 1 to 8. The level descriptors are useful foreducation and training providers as they describe the Knowledge, Skillsand Competences and a set of Learning Outcomes, which indicate to thecandidate the end of a learning process.Quality AssuranceA continuous process to assure the standards and quality of the learningassessment programme.Sample of WorkA sample of work is a percentage of the candidate’s work gathered as arepresentative sample for the internal or external verifier.SkillsSkills imply the application of acquired knowledge and understanding indifferent contexts. A skill may be the result of formal learning or ofrepetitive work in an informal setting.Synoptic AssessmentAn assessment in the form of a written examination and conducted undercontrolled conditions covering all learning outcomes and the majority ofKnowledge and Comprehension assessment criteria in a given unit.Unit ContentThe unit content is the content required to be communicated and givento the candidate per learning outcome. Each learning outcome must havecontent related to it, which content must be delivered to provide thecandidate with the tools necessary to achieve that outcome.Page 7 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYAssessment ScopeAssessment is an important element in any learning process. This should inform candidates about theirachievements and at the same time it should meet important conditions of reliability, validity andfairness. Thus, important rules and procedures must be adhered-to. In particular, the assessmentregulations and procedures that are explained in this section will ensure that assessments are: Of the required standard, quality and level; Fair for all candidates; Valid and reliable.Each unit will be assessed by means of three assignments, one of which must be an assessmentconducted within a controlled school environment. The assessment mode/type, criteria to be assessedand the distribution of marks are explained in Part B of the programme as part of the unit specifications.Quality AssuranceAn important aspect of this programme is the quality assurance process that must be conductedthroughout the implementation of the programme. Three main processes are to be conducted asstipulated in the table below.Internal Verification ofAssessment BriefsAll assessment briefs are to be internally verified beforebeing issued to the candidates. Within this process,important checks relating to learning outcomes, criteriato be assessed, validity and reliability are to beperformed.Internal Verification ofAssessment DecisionsOnce candidates complete their work, and theirassessments have been corrected, a representativesample of candidates’ work is to be internally verified.External VerificationThe process of external verification will ensure thatprogramme quality and standards are met.Page 8 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYPart B: Unit SpecificationsIntroductionThis part of the programme guide provides detailed specification for each of the 3 units that are to beimplemented for the successful completion of the programme. The curriculum design adopted for thedevelopment of the units of study is based on the learning outcomes approach. The latter can be definedas “written statements of what a candidate should be able to do/know/apply by the end of the learningprocess.”1The structure of the unit specifications is presented below:Unit TitleUnit DescriptionLearning OutcomesUnit ContentAssessment CriteriaScheme of AssessmentInterpreting the Unit SpecificationsThe syllabus is written in a way whereby the knowledge criteria at MQF level 3 build upon the knowledgecriteria at MQF level 2 and in the same manner the knowledge criteria at MQF level 2 build upon theknowledge criteria at MQF level 1. The same applies for the comprehension and application criteria. Thecomprehension criteria also build upon the knowledge criteria and the application criteria build upon theknowledge and the comprehension criteria.1http://www.cedefop.europa.eu/files/4156 en.pdfPage 9 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYThe document is an assessment syllabus; therefore any other examples or information apart from thosewritten in the unit content should be taught so that candidates will enjoy the learning process and get ageneral overview of the subject. Under each grading criterion, only the minimum content that has tobe covered is listed. The material covered in class must at least reflect both the unit content and gradingcriteria.Examples (e.g.), commas, semi-colons, bullets, or, and N.B. are used in the Learning and AssessmentProgramme. When semi-colons are used the candidates should be assessed on all the content prescribed.However, when the list is headed with example (e.g.), all the content is to be covered but candidatesare to be assessed on more than 50% of the content prescribed for that grading criterion. Where bulletsare present, marks allocated for the criterion should be equally distributed. Where ‘or’ is present, onlyone of the listed items should be assessed. Where an ‘N.B.’ is present, important information regardingthe assessment is given.Where the plural is used in grading criteria (e.g. types, aspects, etc.), at least two answers are expected.Unless indicated otherwise in the unit content, when assignments are written, the criteria assessedshould build on each other.In each grading criterion there is a command verb which determines the type of answers expected bythe student, such as list, identify, outline, describe, explain, etc These verbs are defined in the glossaryof verbs available on the MATSEC website. It is of vital importance that the command verbs specified inthe grading criteria remain unchanged in the assignment brief.Page 10 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYUnit 1: Computer Hardware InstallationUnit 1Computer Hardware InstallationUnit DescriptionIn this unit candidates will become aware of the risks involved when thenecessary precautions are not taken in an IT environment. Hence, theywill learn about the good practices that should be followed while replacingand/or installing and/or upgrading (RIU) internal hardware components.Candidates will also learn about the different types of computer systems,including input, output and secondary storage devices, and their use.Given that no computer system works without software, candidates willlearn how to install an operating system.Due to various reasons, by time computer systems need to be upgradedor maintained. Therefore, through this unit, candidates will be able torecognise when a computer system needs to be maintained, be able toidentify the problem and determine what kind of maintenance is to becarried out to solve the problem. In this process they will acquire thenecessary skills to be able to choose compatible components, perform aninternal hardware component RIU and install and configure the necessarysoftware.Candidates will also learn about the importance of testing the computersystem after RIU hardware components to ensure that it works andtherefore verify that the RIU is successfully carried out. They will alsobecome aware of component registration and be able to document anRIU.Learning OutcomesAt the end of the unit, I can:LO 1. Demonstrate an understanding of good practices on the workplace.LO 2. Describe different types of computer systems.LO 3. Choose compatible internal hardware components for a computer installation (RIU).LO 4. Install (RIU) internal hardware components and configure the necessary software.LO 5. Document a computer installation (RIU).LO 6. Identify appropriate computer maintenance.Page 11 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYUnit ContentSubjectFocusHealth and Safety on the workplaceLO 1.Demonstrate an understanding of good practices on the workplace.Hazards: e.g. high voltage, high electrostatic energy, high magnetism, sharp objects,trailing cables, lifting heavy objects, precarious positioning of equipment.K-1.Risks: e.g. physical damage to equipment, electrostatic discharge, data loss, datacorruption, human injuries, tripping, electrocution.Precautions: e.g. use antistatic equipment, use appropriate tools, ergonomics, no trailingcables, backups, wear adequate clothing, firefighting equipment and procedures.K-2.Signs: e.g. high voltage, toxic, environmental hazard, laser beam, no food/drink, no looseclothing, ESD, fire extinguisher, fire exit.N.B. For assessment purposes at MQF 2, marks should only be awarded for each sign beingassessed if it is properly categorised with ALL hazards it relates to, as per Unit Appendix.Consequences: ESD; equipment damage; human injury; data loss; data corruption.C-1.Costs: e.g. cost of damaged equipment, delivery/postage costs, hourly rate of repair, hourlyrate of data recovery, monetary value of data, medical costs to human injury (medicines,insurance, doctors, sick leave).Implementation costs: e.g. antistatic equipment, tools, firefighting equipment, regularbackups, premises insurances, employee insurances.SubjectFocusComputer systemsLO 2.Describe different types of computer systems.Computer systems: e.g. server, desktop computer, laptop, tablet, e-book reader, gamingrig, smartphone, embedded device, wearable.K-3.Input devices and output devices: Input device: mouse or trackball or scanner or touchpad or keyboard or Braillekeyboard or eye-tracking system or puff-suck switch or joystick or joypad ormicrophone or 3D-scanner or buttons or dedicated sensors or dedicated controlpanel or Optical Mark Reader (OMR) or Magnetic Ink Character Reader (MICR) orgraphics tablet or barcode reader; Output device: monitor or projector or 2D-printer or 3D-printer or plotter orspeaker or headphones or VR headset.Data flow block diagram: Input; Process: e.g. Arithmetic Logic Unit(ALU), Control Unit(CU), Memory Unit(MU); Output; Secondary storage; Flow of data/control.Page 12 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYJustification of a computer system: e.g. cost, speed, portability.Justification of input and output devices: use and/or specifications and/or connectivityand/or cost and/or after-sales service.C-2.N.B. For assessment purposes, the justification should be based on TWO aspects for inputdevices and TWO aspects for output devices. The same aspect could be used for both inputand output.Justification of storage requirements: e.g. storage technology (magnetic, optical,electronic), capacity, access speed, longevity of device, costs, portability.N.B. For assessment purposes, any ONE of the following secondary storage devices shouldbe considered: hard disk or CD or DVD or Blu-ray or Solid-State Disk (SSD) or flashmemory card or USB flash drive or magnetic tape.Install an operating system: check operating system requirements (RAM; CPU; storagecapacity; graphics card); setup boot-up sequence; select type of installation.Set a restore point: open window to create a restore point; choose the create button; typea name for the restore point.A-1.Disk partitioning: remove any present partitions; set the appropriate primary and secondpartition size; create TWO partitions*; format the second partition.N.B. For assessment purposes, disk partitioning should be carried out during the installationof the operating system.N.B. For assessment purposes, all partitions should be 'allocated'.*SubjectFocusCompatibility of internal hardware componentsLO 3.Choose compatible internal hardware components for a computer installation (RIU).Internal hardware components: e.g. RAM, CPU, heat sink, hard disk, graphics card, soundcard, network card, power supply unit.K-4Reasons for upgrading a computer: user requirements; increase storage capacity; increaseprocessing speed; increase hardware reliability (intermittent faults); cater for minimumsoftware requirement.Implications of upgrading a computer: user re/training; hardware compatibility problems;software compatibility problems; decommissioning of hardware; migration of data.Components: RAM; CPU with heat sink; secondary storage devices; expansion cards; PowerSupply Unit (PSU).C-3.Justification based on: compatibility and specifications in relation to use.Differences in technologies: types of RAM (dynamic [DDR-x]) or types of CPU (integrated,socket type, generation) or types of heat sink (active, passive) or types of secondarystorage interface (SATA, PATA, M.2) or types of expansion slots (AGP, PCI, PCIe, M.2).Page 13 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYSubjectFocusInstallation of internal hardware componentsLO 4.Install (RIU) internal hardware components and configure the necessary software.Steps to enter the BIOS/UEFI: switch on computer; press appropriate function key whilebooting.K-5.Features of the BIOS/UEFI: e.g. CMOS, BIOS, chipset, peripherals, power management,health status, passwords, load fail-safe defaults.Issues causing unsuccessful RIU: e.g. loose or wrongly inserted connections, internallybroken cables, dead-on-arrival (DOA) components.K-6.Confirmation of RIU issues: e.g. test suspected components on a working computer system,test suspected cables on a working computer system, test suspected cables with a cabletester, check for loose connections, check for bent pins, check for connections in correctport.Solutions for unsuccessful RIU: e.g. secure cable connections, connect cable in appropriateport, place component in appropriate slot, replace damaged cable with a working one,replace DOA component with new one, consult with mainboard manual for solutions.C-4.Possible boot-up error report hardware problems: power-related or CPU-related ormainboard-related or adapter card related.N.B. For assessment purposes, boot-up error reports should take into consideration beepcodes and/or POST test readouts.Health and Safety procedures while installing hardware: wear appropriate clothing; switchoff power; disconnect plug; remove power cable; disconnect remaining computer cablesfrom computer; ensure workplace is large enough; place components on antistatic mat;open case carefully; look out for sharp edges; wear antistatic wrist strap; be organized;handle tools safely.A-2.Preparation to carry out hardware RIU: tools; anti-static and cleaning equipment; hardwarecomponents; software; check component compatibility; recording of serial numbers.Installation of components: clean hardware components; install hardware component one*;install hardware component two*; reassemble computer; install any necessary software**.*N.B. For assessment purposes, the installation of hardware may require a replacement ofa component.N.B. For assessment purposes, software installation and configuration may notnecessarily be linked to a driver but to other software used to test hardware functionality.**Page 14 of 42
SEC 39 SYLLABUS (2023): INFORMATION TECHNOLOGYSubjectFocusComputer upgrade testing and
SEC39 Information Technology Syllabus Addendum Mitigating factors for 2023 MATSEC Examinations Session Changes in Subject Content Content of Unit 1 K6, K10, C5 and A2 may not be covered. Changes in Coursework Unit 1 A2 will not be assessed in the coursework but still included on the front sheet and awarded full marks. Changes in Exam Paper(s)
