Appendices Appendix A ICT Literacy A3 Word Processing
Previous TOC Next



Students should be able to use a word-processor skilfully and intelligently to produce various readable and structured documents for several disciplines.


Students should be able to:

  1. produce a readable document;
  2. produce a structured document;
  3. produce documents for various purposes;
  4. discuss the advantages and disadvantages of a word-processor in a variety of settings;
  5. make informed decisions as to whether a word-processor should be used for a given task.


Being able to use a word-processor is necessary in today’s society. Few people use typewriters when a computer provides a better alternative. There are clear advantages of using a word-processor compared to the usual method of writing on paper or typing with a typewriter. Students should appreciate the use of a word-processor and be encouraged to use it for most writing tasks. The objective is not to train a qualified typist or secretary, but a knowledge of word-processing and keyboard skills is an advantage when seeking employment.


Students should first learn how to use a word-processor under the supervision of a teacher who should demonstrate and emphasize how easy it is to use. Students should start by typing in simple, but meaningful exercises. They should know how to use the various features (e.g. bold, italics, underline, justified margins, centring, superscript, subscript, fonts, headers and footers, tables, replace text and insert data) provided by a word-processor and be able to use additional utilities such as spell templates, checkers, grammar checkers, dictionary, thesaurus and merge facilities.

Meaningful activities on a word-processor include the preparation of personal or business letters, invitations to school events, and lists of school events. Students should be able to use a word-processor independently to produce various documents which are readable and structured in a most presentable form. They should also be able to make informed decisions about whether or not using the word-processor for a certain task is the most efficient method.


Minimum necessary resources:
One computer per student, word-processing software;
Teacher prepared materials (exercise sheets, sample files).

Optional extra resources:
Easy to understand manuals on the word-processing software;
Liquid crystal display panel on overhead projector;
Magazine articles on word-processors;
Advertisements and brochures on word-processors available in the market.


All other A-Units


Student-centred, hands-on activities.
Teachers may initially create simple exercises such as sample documents on disks, and require students first to open, modify and re-save files; then to progress to more difficult exercises such as use of headers, footers, dictionary, thesaurus, spelling and grammar checkers.