| S NO | Assessment statement | Grade | Teacher’s notes |
| 1 | Identify the parts of a solution that could be implemented concurrently. | Could include computer systems or real-life situations. LINK Thinking ahead, thinking procedurally. Connecting computational thinking and program design, introduction to programming. | |
| 2 | Describe how concurrent processing can be used to solve a problem. | For example, building a house, production lines, division of labour. Students will not be expected to construct a flow chart or pseudocode related to concurrent processing. | |
| 3 | Evaluate the decision to use concurrent processing in solving a problem. | LINK Thinking ahead, thinking procedurally. Connecting computational thinking and program design, introduction to programming. |
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