| 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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