Grade 11

I have been in trouble for not completing the PAT in the allocated time one year with my grade 11 learners.  This was a horrible experience since my principle was involved.  The reason my grade 11 learners could not complete their PAT in time, was because we are only supposed to start databases in term 3.  For this reason grade 11 learners cannot plan their PAT earlier the year (phase 1 and 2) as they have no clue what we can do with a database and the PAT revolves around the database.  I have therefor changed the order in which I teach the syllabus, to give the learners as much time as possible to complete PAT.  The grade 12 year is also very short and therefor I teach SQL in grade 11 instead of grade 12 to be able to complete the grade 12 syllabus in time.  Learners then also has lots of time to practice SQL before they get asked SQL in grade 12 theory and practical.  I have found that this is really to the benefit of the learners.

Term 1

• SQL - I know some teachers have taught their learners to create queries using MS Access and then copying out the SQL code to Delphi.  NOTE: this will no longer be possible as the database is password protected in matric finals and we do not have direct access to this file.

• As soon as we have the PAT, we discuss the topic and brainstorm some ideas for a database.  I then give the learners homework (I do the same for the grade 12 learners):

  1. They get a week (including a weekend) to design their tables at the back of the textbook, according to the topic they chose.  When they bring it to class I give the class some activity that will keep them busy for two hours and I sit with each individual helping them with the design of the database.  Once I have helped each learner they will have a normalised table. The same planning pages can be found in the grade 12 textbook.

  2. The learners then get another week to use ChatGPT to find data.  They bring their data to class in a MS Excel file.  I help them as a group, showing it on the board, to import their data into MS Access tables.  I use this time to explain what data types for fields are available and which are appropriate for which type of field.  I explain primary keys and how to set up the fields in order to link them.  In the parent table it is often useful to use an auto number as the Primary key.  It does not matter if a record is deleted and there is a missing numbers.  The only thing to remember is that the foreign key field must then be made a Long integer data type so that the two fields have exactly the same data type in order to link the fields.  It is also important to explain that each record in the "child" table needs a parent, like in the SIMS game where no child can be born without a parent.

• I know this is part of Phase 2 but I find that they have more direction for their PAT if they know what data they will be using. They then also have a better understanding when the database theory is covered in class.

Term 2

• Arrays, text files and user-defined procedures in one go.

• We link their database to their PAT program so that they are able to start their PAT phase 2.

• We practice lots of past papers and one can use the past finals and supplementary papers as listed at the end of the textbook.  At this stage they also need lots of revision on grade 10 content to practice for question 1 of June exams.

Term 3 & 4

• Data validation:

  1. I teach this with the theory of data validation making use of examples in Delphi of each type of validation that can be done.

  2. It is not crucial to know the TryStrToFloat, TryStrToInt functions or the Try Except structure.  They are very handy in their PAT but have never been asked in NSC finals.

• ADO tables

• Basic Revision based on the Exam Guidelines of 2021 under grade 12 could also help with revision exercises.

• PAT

• Past papers as listed under at the end of the textbook.

"Open Book" test with a difference

In the past I had the learners write an "open book" test in term 3 about the database BrainbIT Theory chapters.  They were allowed to make notes on an index card I provided to them and bring that into the cycle test.  These chapters worked very well for this type of test as they lend themselves to more application of knowledge, rather than regurgitating.

This was a great experience.  My goal was to get them to study something!!.  The class average was higher than any other test, as one would expect.  We had a class discussion about this and the learners admitted that they spent more time studying for this test than for any other.  They said that they often didn't need the index card with their notes, as they knew the work already.  I even had one learner that were able to query my theory marking for the first time since grade 10.

It was also interesting to see that the one learner, that managed to put every single word on their card, did not achieve as well as he thought he would.  He often misinterpreted questions, which is what he learnt from this experience.

Ideas that I used:

1. Encourage them to first study and place only what they cannot remember on the card.  Adding too much information makes it hard for them to find what the are looking for.

2. It is important that they plan the layout before they start.  It helps to group information together in blocks.

3. They were NOT allowed to use their textbooks during the cycle test.

4. They were each given an index card from me with the school stamp on it, to ensure they all have the same amount of space available for their notes.

5. They were given the cards two weeks before the test.

6. Rules for the cards were:

• They were allowed to use the front and the back.

• No typing / photocopying was allowed - to ensure each person did their own summaries.

• No sharing during the test.