Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

COMPUTER STUDIES SYLLABUS

GRADES 8 & 9

For implementation:

Grade 8 in 2017
and
Grade 9 in 2018
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture, 2015

Computer Studies Syllabus Grades 8 & 9

ISBN: 978-99945-2-133-3

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2015

 TABLE OF CONTENTS

1. Introduction................................................................................................... 1
2. Rationale ...................................................................................................... 1
3. Aims ............................................................................................................. 1
4. Inclusive education ....................................................................................... 1
5. Links to other subjects and cross-curricular issues ....................................... 2
6. Approach to teaching and learning ............................................................... 3
7. End-of-phase competencies ......................................................................... 4
8. Summary of the learning content .................................................................. 5
9. Learning content ........................................................................................... 6
9.1 Introduction to learning content ..................................................................... 6
9.2 Learning content ........................................................................................... 7
10. Assessment ................................................................................................ 30
10.1 Continuous assessment ............................................................................. 30
10.2 Formative and summative assessment ....................................................... 30
10.3 Informal and formal methods ...................................................................... 30
10.4 Evaluation ................................................................................................... 31
10.5 Criterion-referenced grades ........................................................................ 31
10.6 Grade descriptors ....................................................................................... 32
10.7 Conducting and recording assessment ....................................................... 32
10.8 Assessment objectives ............................................................................... 32
10.9 Continuous assessment: detailed guidelines .............................................. 33
10.10 End-of-year examinations: detailed guidelines ............................................ 34
10.11 Promotion marks ........................................................................................ 36
10.12 Specification grid ........................................................................................ 37
10.13 Assessment rubrics/criteria ......................................................................... 38
Annexe 1: Glossary of terms ....................................................................................... 42
Annexe 2: Assessment record sheet for Grade 8 ........................................................ 48
Annexe 3: Assessment record sheet for Grade 9 ........................................................ 49
1. Introduction

This syllabus describes the intended learning and assessment for Computer Studies in the
Junior Secondary phase. As a subject, Computer Studies is within the technological area of
learning in the curriculum, but has thematic links to other subjects across the curriculum.

Learning about technology includes applying knowledge of how to do work more efficiently
and effectively using tools, materials and processes. Technology is a specific way of solving
problems through planning, design, realisation and evaluation. Learners develop the
necessary knowledge, skills and attitudes to perform tasks using appropriate technology.

2. Rationale

The application of computers has become an integral part of the present-day society, also in
Namibia, to the extent that the skill to use a computer is a major requirement for many
vocations and contributes to efficiency in many others. The subject Computer Studies is
designed to provide vocational orientation and training in this important domain and is in itself
a complete course.

The particular features of Computer Studies at this phase are to equip learners with the skills
of using communication- and computer technology (hardware and software), and to do basic
computer programming.

3. Aims

Computer Studies promotes the following aims in the curriculum:

• prepare the learner to have a basic knowledge of computer technology and to be able
to utilise it;
• enable the learner to use computer technology effectively as an aid to his/her studies;
• enable the learner who continues with Computer Studies as a subject to have a sound
foundation to build on;
• broaden the horizon and insight of the learner and to make him/her aware of the
possibilities and limitations of computer technology;
• give the learner a basic education in the methods of gathering and processing data by
the use of modern technology;
• develop the learner’s knowledge of correct computer terminology.

4. Inclusive education

Inclusive education is the right of every learner and promotes access to and participation in
the full range of educational programmes and services offered by the education system in
mainstream schools. It is based on the principle of supporting and celebrating the diversity
found among all learners and removing all barriers to learning. The Computer Studies
teacher in the Junior Secondary phase should therefore accommodate learners with special
educational needs by adapting this syllabus to the needs of the learner through differentiation
of teaching methods and material as indicated in the Curriculum Framework for Inclusive
Education: A Supplement to the National Curriculum for Basic Education (2014). The
adaptation for assessment of learners with special educational needs must be done as
prescribed in the Handbook for Centres (2014) by the Directorate of National Examinations
and Assessment (DNEA). The accommodations prescribed in this handbook are not only for
external examinations, but apply to learners from Grades 1 to 12.

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Learners who are so severely impaired that they cannot benefit from attending mainstream
schools will be provided for according to their needs in learning support units, resource units
or resource schools until such time that they can join a mainstream school structure, if
possible.

Teachers of Computer Studies should strive to create a welcoming atmosphere that invites
all learners to actively partake in all activities. Care should be taken to cater for the diverse
needs of all learners, including those with serious disadvantages and disabilities.

This syllabus promotes equality of opportunity for males and females, enabling both sexes to
participate equally and fully. Teachers should know and understand how to treat learners
equally, and all materials should support gender equity.

5. Links to other subjects and cross-curricular issues

The cross-curricular issues include environmental learning; HIV and AIDS; population
education; education for human rights and democracy (EHRD), information and
communication technology (ICT) and road safety. These have been introduced to the formal
curriculum to be dealt with in each subject and across all phases, because each of the issues
deals with particular risks and challenges in our Namibian society.

All of our learners need to:

 understand the nature of these risks and challenges
 know how they will impact on our society and on the quality of life of our people now
and in the future
 understand how these risks and challenges can be addressed on a national and global
level
 understand how each learner can play a part in addressing these risks and challenges
in their own school and local community

The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural
resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face if we do not adhere to road safety measures
 the challenges and risks we face from globalisation

This syllabus is exceptionally suited to address all these cross-curricular issues, since the
usage of computer hardware and software and the manipulation of data and information are
integral areas of the syllabus. Teachers can use their creativity in planning lessons to
include these issues, but it is not prescribed in the syllabus.

Examples:
 internet research on any topic suggested by other subject teachers or guided by the
cross-curricular issues and presented in a variety of formats
 use of spreadsheet functions to present statistics on these issues
 creating documents (word processing, presentations, desktop publishing (DTP),
websites) containing information, graphics, charts, multimedia
 using Scratch to simulate certain aspects of road safety or another issue
 writing algorithms based on statistics gained from research on these issues

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Cross- Environmen HIV and ICT EHRD Population Road safety
curricular tal learning AIDS education
issues
Grade 8 These topics will be covered incidentally and are not specifically mentioned in the
specific objectives in the learning content of Grade 8
Grade 9 Theme 4: Internet and e-mail
Know how to use the internet: search the Internet for cross-curricular issues
Theme 5: Social and economic implications of computer usage

6. Approach to teaching and learning

The approach to teaching and learning is based on a paradigm of learner-centred education

(LCE) described in ministerial policy documents and the LCE conceptual framework. This
approach ensures optimal quality of learning when the principles are put into practice.

The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is the
fact that the learner brings to the school a wealth of knowledge and social experience gained
continually from the family, the community, and through interaction with the environment.
Learning in school must involve, build on, extend and challenge the learner’s prior knowledge
and experience.

Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to sense the needs of the learners, the nature of the learning to be done, and
how to shape learning experiences accordingly. Teaching strategies must therefore be varied
but flexible within well-structured sequences of lessons.

The teacher must decide, in relation to the learning objectives and competencies to be
achieved, when it is best to convey content directly; when it is best to let learners discover or
explore information for themselves; when they need directed learning; when they need
reinforcement or enrichment learning; when there is a particular progression of skills or
information that needs to be followed; or when the learners can be allowed to find their own
way through a topic or area of content.

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task in hand. Co-operative and collaborative learning should be
encouraged wherever possible. In such cases, tasks must be designed so that pair- or group
work is needed to complete it, otherwise the learners will not see any relevance in carrying
out tasks together. As the learners develop personal, social and communication skills, they
can gradually be given increasing responsibility to participate in planning and evaluating their
work, under the teacher’s guidance.

Individual work is recommended for the teaching and learning of skills related to end-user
software. Teachers may use their discretion to pair strong learners with weak learners.
Programming is a suitable topic for group work, provided that the teacher ensures that every
learner masters all concepts.

For this subject, it is imperative to have a well-equipped computer laboratory with Internet
access and enough work stations for all learners. Themes 3, 4, 5 and 6 will comprise of 95%
practical activity (on the computer).

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It is further strongly recommended that the computer laboratory should have a digital
projector and white screen to especially assist in the teaching of end-user software.

For the application software themes, it is recommended to use Microsoft Office 2010 or later
or Open Office (latest version).

Local content should dominate in the development and usage of teaching and learning
materials. Material from other sources should be adapted to suit the Namibian context and
the learners’ field of reference and level of understanding. Critical thinking should be
encouraged, while at the same time the teacher should create a classroom where learners
are allowed to make mistakes and learn from them.

7. End-of-phase competencies

On entry to the Junior Secondary phase, all learners are expected to be able to read, write,
calculate and communicate in English and must have above average skills in Mathematics.

A few learners might not be able to manage the minimum number of specific objectives and
must receive learning support through adapted teaching approaches, adapted materials, and
assistance from peers. A small number of learners have special educational needs to a
degree which requires greater individual attention, resources or assessment. Others will
have impairments which do not necessarily limit cognitive and affective learning and
development, e.g. the visually impaired, hearing impaired and physically challenged.

On completion of the Junior Secondary phase of education in Computer Studies, learners

are expected to be able to
 demonstrate an understanding of computers in general
 identify and describe hardware as input- or output devices
 classify hardware and software
 describe the functions of operating systems
 perform various operating system tasks
 create, edit, format and print documents using a word processor
 produce publications using desktop publishing (DTP)
 create, edit, format and print documents using a spreadsheet
 identify and describe the hardware, media and transmission modes used for
communication
 describe and evaluate various network categories
 utilise the Internet and e-mail for research and communication purposes
 identify the requirements for Internet connectivity
 reflect critically on their responsible usage of computers and its implication in society
 identify and combat threats to data security
 experience programming concepts by using Scratch to produce products based on
programming principles
 design, write and interpret algorithms

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8. Summary of the learning content

Theme Grade 8 Grade 9

Introduction to computers - definition
- parts and types
- representation of data
- development of computers
- safety issues
- skills
Computer systems - elements - ethical issues
- CPU
- devices (input and output)
- storage devices
- cabling and ports
- software
Operating systems - definition
- functions
- types
- management skills
Word processor - definition
- purpose
- skills
Desktop publishing - definition
- purpose
- design and create publications
Spreadsheet - definition
- purpose
- skills
Communication and networking - network terminology
- network elements
- network types
- network topologies
Internet and e-mail - definitions
- requirements
- skills
- ethical issues
- website design
Social and economic - social and economic impacts
implications of computer usage - viruses
- security
Programming - Scratch - algorithms

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9. Learning content

9.1 Introduction to learning content

1. The learning content outlined below is designed to provide guidance to teachers as to what will be assessed in the overall evaluation of
learners. It is not meant to limit, in any way, the teaching programme of any particular school.

2. Themes refer to those components of the subject which learners are required to study/master.
The general objectives are derived from the topic/skill and are the general knowledge, understanding and demonstration of skills on
which learners will be assessed.
The specific objectives are the detailed and specified content of the syllabus, which learners need to master to achieve the general
objectives, and on which they will be assessed. For skills-based subjects, specific objectives indicate what learners should be able to do
at the end of the year.

3. Themes 3 to 6 should be done on computers, and the teacher should have enough practical exercises ready to not only cater for the
progression of the theme, but also to cater for learners with varied abilities. Theme 10 should be done with many practical examples,
so good planning is imperative.

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9.2 Learning content

9.2.1 Grade 8 Learning Content

THEME 1 INTRODUCTION TO COMPUTERS

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 understand the functions and components of  give a definition of a computer
computers  state the different parts of a computer
 explain how data is represented in computing (binary digits)
 have a clear overview of the development of  explain how computers have developed
computing devices
 understand that there is a variety of computers  classify the various types of computers according to:
for a variety of purposes - physical size
- functionality
- purpose
 understand the correct setup of a computer  define a computer laboratory
laboratory  state the safety precautions and practices in a computer laboratory regarding
- behaviour
- handling of materials and equipment
- fire
- cabling
- stable power supply
- burglar proofing
- ventilation
- lab layout
- dust/damp control
- lighting
- standard furniture
 understand the basics of operating a computer  demonstrate the following basic skills in the use of a computer:
- start, restart, shut down, boot
- keyboard layout
 demonstrate practical keyboard and mouse skills

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THEME 2 COMPUTER SYSTEMS

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know the components that comprise a  describe a computer system
computer system  explain the functional organisation of the elements of a computer system in terms of
- hardware
- software
 know the hardware components of a computer  list and describe the following input devices:
system - keying devices
- pointing devices
- scanning devices
- speech recognition devices
- other digital input devices, e.g. digitisers (pens, tablets), cameras, sensors
 describe the central processing unit
- control unit
- arithmetic and logic unit (ALU)
- memory
- processors (types, clock speeds)
 list and describe computer storage
- primary
- secondary/auxiliary (magnetic/optical/solid state/cloud-based)
- virtual
 describe properties of storage media
- primary/secondary
- fixed/removable
- volatile/non-volatile
- internal/external
- temporary/permanent

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THEME 2 COMPUTER SYSTEMS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know the hardware components of a computer  list and describe output devices
system (continued) - soft copy devices (monitors/screens, audio output, projecting devices, light emitting
diodes)
- hard copy devices (printers, plotters)
 describe devices that are both input and output
- interactive devices (e.g. touch screens)
- fax machine
- modem
 distinguish between different cables and ports
- power cable/port
- parallel cable/port
- serial cable/port
- USB port
- PS/2 ports
- Ethernet port
- infrared
- media ports (card slots, high-definition multimedia interface (HDMI))
- virtual ports, e.g. Bluetooth
 describe how different devices are connected to the system

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THEME 2 COMPUTER SYSTEMS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know the software components of a computer  distinguish between system software and application software in terms of purpose
system - system software (operating system, utilities, firmware, networking software and
device drivers)
- application software (word processing, spreadsheet, database, graphics,
information retrieval, desktop publishing, computer-aided learning, authoring
packages, computer-aided design (CAD) and computer-aided manufacture (CAM)
and communication software e.g. FTP software, VOIP)
 distinguish between system software and application software in terms of acquisition
- generic software
- custom-designed software
- web application software
- software suites
- integrated packages
- open source
- public domain
- freeware and shareware
 be familiar with criteria to select computer  evaluate computer system specifications in terms of hardware considerations
systems - processor speed
- memory capacity
- warranty
- upgradability
- user needs
- cost
- portability
- other hardware considerations

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THEME 2 COMPUTER SYSTEMS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 be familiar with criteria to select computer  evaluate computer system specifications in terms of software considerations
systems (continued) - authenticity
- user needs
- user friendliness
- system requirements
- cost
- compatibility
- portability
- documentation
- other software considerations

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THEME 3 OPERATING SYSTEMS

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know about operating systems, their functions  define an operating system
and types of operating systems  name the functions of an operating system
- resource control
- job scheduling
- input/output handling
- memory management
- error and interrupt handling
- disk management (formatting, partitioning, defragmentation, diagnostics,
compression, back up)
 identify types of operating systems according to number of users
- single user
- multi user (multi access, multi-processing, time sharing)
 identify types of operating systems according to number of tasks
- single tasking
- multi-tasking
 identify types of operating systems according to type of tasks
- batch processing
- real-time processing
 identify types of operating systems according to interface
- command line
- graphical user interface (GUI)

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THEME 3 OPERATING SYSTEMS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand the use of tools provided by the  configure an operating system by changing default settings:
operating system to organise and manage the - language (English UK)
computer - currency (Namibian dollar)
- date/time format (Windhoek)
 describe how information is organised by the operating system
- files and their functions
- folders/directories and their functions
- storage media
 perform the following functions with files and folders:
- create
- rename
- delete
- move
- copy
- sort
- access
- drag
- find/search
- create and delete shortcuts
 install and uninstall software

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THEME 4 WORD PROCESSORS
NB: For this theme it is recommended to use Microsoft Office 2010 or later or Open Office (latest version)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know about word processors, their  define a word processor
characteristics and purpose  describe the characteristics of a word processor
 state the purpose of word processing, (e.g. letters)
 understand the basic working of a word  open a word processing application
processor in creating, editing, proof reading and  change the defaults
formatting documents - language (English UK)
- page layout (cm)
 describe the screen layout and effectively use the elements thereof
 create a document using the following commands:
- save
- close the document
- exit the application
- retrieve the document
 edit a document using the following function:
- select
- move
- copy
- delete
- insert and overwrite
- find and replace
 proof read a document by using the following proof reading tools:
- spell and grammar check
- thesaurus
- auto-correct
- undo and redo

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THEME 4 WORD PROCESSORS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand the basic working of a word  perform text formatting using the commands:
processor in creating, editing, proof reading and - bold
formatting documents (continued) - italics
- underline
- fonts
- drop caps
- change case
- superscript/subscript
- text alignment
- format painter
 perform paragraph formatting regarding:
- alignment
- indenting
- spacing
- section breaks
- bullets and numbering
 perform page formatting in terms of layout
- columns
- headers/footers (date/time, page number)
 perform page formatting in terms of setup
- margins
- orientation
- paper size
- tabs

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THEME 4 WORD PROCESSORS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know how to create and work with tables using  create a table (rows and columns)
word processors  enter data in a table
 edit a table using the following commands:
- resize rows/columns
- insert rows/columns
- delete rows/columns
- merge rows/columns
- split rows/columns
 format a table in terms of borders and shading
 convert a table in the following ways:
- convert text to table
- convert table to text
- import data into a table
 perform arithmetic calculations and insert formulae
 sort a table
 understand mail merge documents  create a main document
- form letters
- labels
- envelopes
 create a data source
- edit the data source
- save the data source
 merge fields
 send a document or data source to
- printer
- new window
- fax
- e-mail
 update a merged document

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THEME 4 WORD PROCESSORS (continued)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know how to print a document  set up a printer
 print preview a document
 use the following options for printing:
- select a printer
- orientation
- pages
- copies
- other options
 know how to insert and edit graphics using a  insert different types of graphics:
word processor - drawing
- picture
- chart
 use various methods to add graphics:
- use clip art
- import
- scan
- draw (shapes, SmartArt, WordArt)
 edit graphical objects using the following commands:
- update
- resize
- rotate
- enhance
 understand other features of the word  use the following features of the word processor application:
processor application - insert hyperlinks
- insert equations
- reference
- review
- insert symbols
- other as needed

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THEME 5 DESKTOP PUBLISHING (DTP)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know the characteristics and purpose of DTP  define desktop publishing
 describe the characteristics of DTP
 state the purpose of desktop publishing
 understand the designing and printing of a  use various techniques available to design a publication:
publication - design the layout of the publication
- insert graphics
- manipulate text and graphics
- add borders and other enhancements
- design various types of publications (brochure, advertisement, poster, calendar,
various cards, business card, letterhead, newsletter, menu, web page, CD-cover,
other)
 use various features to print the publication:
- paper size
- double-sided printing
- binding options
- other

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THEME 6 PROGRAMMING

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand the need to use logic and  apply programming principles using Scratch
sequential order to produce a product - identify elements on the Scratch screen (areas, blocks, tools)
- realise the importance of planning a project
- select a sprite
- select a sprite costume
- select a background
- add movement
- add sound
- set conditions and events
- use operators effectively
- use variables effectively
- apply repetitive techniques (loops)
- realise the importance of correct instructions and sequential order
- modify instructions to influence the end product
- apply techniques of testing and debugging
- apply modular techniques

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9.2.2 Grade 9 Learning Content

THEME 1 COMPUTER SYSTEMS

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand copyright issues while using  define software copyright
computer systems  explain the importance of a software copyright act (i.e. Digital Millennium Copyright Act
of 1998)
 discuss the consequences of a software copyright act in today’s society
 compare and contrast the following:
- open source software
- freeware and shareware
- public domain software
 discuss the effects of software piracy locally and world wide
 develop a strategy to reduce software piracy within the community

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THEME 2 SPREADSHEETS

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 know the characteristics and functions of  define a spreadsheet
spreadsheets  name the characteristics of spreadsheets
 state the purpose of spreadsheets (e.g. accounting, forecasting)
 understand how to use a spreadsheet  open a spreadsheet application
application  change the defaults to:
- language (English UK)
- page layout (cm)
 describe the screen layout and effectively use the elements thereof
 create a document and perform the following actions:
- save
- close the document
- exit the application
- retrieve the document
 apply page setup features
- margins
- orientation
 use printing features to print a document
 know different cell data types  distinguish between
- labels
- values
- formulae
- functions
 understand the editing and formatting of a  add, name and rename worksheets
spreadsheet document  select, move, copy and delete content
 insert rows/columns
 use the fill command/technique
 sort data

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THEME 2 SPREADSHEET (continued)

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand the editing and formatting of a  format cells, a range of cells or a worksheet in terms of
spreadsheet document (continued) - currency
- numbers
- text
- date/time
- percentage
 adjust column width and row height
 align text
 change font type, size and style
 merge and unmerge cells
 apply borders
 wrap text
 apply conditional formatting
 understand the use of functions and formulae in  use pre-defined functions
spreadsheets - SUM
- AVERAGE
- MAX & MIN
- COUNT
- COUNTA
- COUNTIF
- SUMIF
- simple IF
- compound IF
 create own formulae
 know the application of spreadsheets in  create a template with text and formulae and/or functions, e.g. invoice, order form
templates
 understand cell referencing  apply
- cell addressing
- absolute referencing
- relative referencing

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THEME 2 SPREADSHEET (continued)

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 appreciate charting and graphing skills  create a chart or graph using data in a worksheet
 modify or format the chart/graph using the following features:
- different types
- titles
- data ranges
- labels
- legends
- size
- colour
 know other features of the spreadsheet  apply the following features in spreadsheets:
application - data validation
- paste special
- filter
- search
- insert graphics
- change text direction
- apply cell protection
- freeze panes
- hide or unhide rows/columns
- insert hyperlinks
- other features as needed

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THEME 3 COMMUNICATION AND NETWORKING

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand data communication  define the term data communication
 distinguish between receiving and sending devices
 list the hardware and software needed for communication:
- hardware (internal modem, external modem, telephone link, Integrated Services
Digital Network (ISDN) adaptor, Asymmetric Digital Subscriber Line (ADSL) adaptor
- software (e-mail program, communication software e.g. Skype, sms, mms
 describe how data is transmitted and received
 describe how errors can occur during the transmission of data, e.g.
- electrical interference
- changing of bits
- lack of memory
- power failure
- physically damaged medium
 describe how data can be checked for errors
- parity check (odd/even, mark, space)
- cyclic redundancy check
 explain what is meant by rate of data transmission
 describe various transmission modes and give examples of applications of each
- direction (simplex, half-duplex, full duplex)
- number of bits transmitted simultaneously (serial, parallel)
- synchronous and asynchronous
 differentiate between the following transmission media:
- wireless (infrared, Bluetooth, satellite, microwave, radio waves)
- cables (coaxial, fibre-optic, twisted pair)
 know computer networking terms and  define networking
communications protocol  define communications protocol
 explain why communications protocol is necessary

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THEME 3 COMMUNICATION AND NETWORKING (continued)

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand various types and topologies of  distinguish between and evaluate different networks according to size
networks - local area network (LAN)
- metropolitan network (MAN)
- wide area network (WAN)
 distinguish between and evaluate different networks according to network topology
(describe and draw diagrams)
- star
- bus
- ring
- hybrid
 distinguish between and evaluate different networks according to network architecture
- client server
- peer-to-peer
 know the elements of a network and their  explain the purpose of the following network devices:
purpose - node
- workstation
- hub
- switch
- router
- wireless devices
- NIC (Network Interface card)
- gateway
- bridge
 describe the following servers and parts thereof:
- file server
- application server
- printer server
- web server
- proxy server
- firewalls

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THEME 4 INTERNET AND E-MAIL
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 know about internet and e-mail  define and explain the following terms:
- Internet
- world wide web (WWW)
- e-mail
- e-commerce
- e-learning
- search engine
- File Transfer Protocol (FTP)
- newsgroups
- website
- web page
- Uniform Resource Locator (URL)
- hyperlink
- download and upload
- video conferencing
 explain why we use e-mail and Internet
 specify the hardware and software needed for Internet connection
 evaluate different technologies to connect to the Internet (ISDN lines, analogue lines,
satellite links, wireless, microwave, etc.)
 explain the term service provider and its functions
 understand e-mail facilities  create an e-mail account
 write and send an e-mail
 send an e-mail with an attachment
 identify the different elements that comprise an e-mail address
 know how to access and use the Internet  search the Internet for cross-curricular issues
 appreciate the moral, social, and spiritual  describe the advantages and disadvantages of using e-mail and the Internet
issues that may emerge through access to the  explain proper netiquette
Internet
 know how to create a website  create a simple website using a word processor

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THEME 5 SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand issues resulting from the use of  describe the impact of computer technology in society on:
ICTs - education
- medical field
- social interaction
- business, employment and the economy as a whole
- communication
- information access and storage
- environment (e.g. disposal of certain computer components)
 define a computer virus
 explain the causes and effects of computer viruses
 explain the prevention of infection of computer viruses
 explain how to remove computer viruses
 classify various types of viruses
 explain the effects of these various types of viruses
 investigate the implications of virus infestation for businesses, home users, etc.
 construct a strategy to prevent possible virus attacks
 demonstrate how to use the different features of an anti-virus program
 understand the need for data security  define and explain
- data privacy
- data protection
 discuss laws governing protection of information and communication technology
systems
 identify security threats to ICTs and possible control measures
 explain the following security concepts:
- password
- physical security
- other control measures, e.g. biometric passwords, back-ups, mirror systems, levels
of authorisation, encryption, firewalls, log files

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THEME 5 SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE (continued)

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand the need for data security  demonstrate good password principles
(continued)  explain the following:
- hacking
- cracking
- piracy
- phishing
- other computer crimes
 propose how one could protect devices and computer systems in a variety of
environments against digital threats

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THEME 6 PROGRAMMING

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
 understand algorithms  define an algorithm
 distinguish between
- pseudo code
- flowchart
 define a variable and a constant
 initialise variables
 write algorithms using variables
 use operators:
- mathematical ( +, -, /, *, mod, div)
- logical (AND, OR)
- comparison (=, <, >, >=, <=, <>)
 use program control structures for sequencing:
 use program control structures for selection (if statements, case statements)
 use program control structures for iteration (looping):
- for.. do
- while.. do
- repeat.. until (define a sentinel value, use a sentinel value in an algorithm)
 draw trace tables to test algorithms with suitable test data

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10. Assessment

A learner-centred curriculum and learner-centred teaching encompass a broad range of

knowledge and skills which are relevant to the knowledge-based society. The specific
objectives in the syllabus state what understanding and skills a learner must demonstrate as
a result of this teaching-learning process, and which objectives will be assessed. However, it
is intended that the curriculum should focus on learning, not on assessment and
examination. Assessment and examination are only to support learning.

10.1 Continuous assessment

In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s
progress and achievements in all subjects. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice.
Teachers must provide a reliable and valid assessment of the learner’s performance in the
specific objectives. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, i.e.
where they are doing well, and why, and where, how and why they need to improve. The
parents should be informed regularly about the progress of their children in all subjects, be
encouraged to acknowledge achievements, and given suggestions as to how they can
support the child's learning activities. The learner’s progress and achievements in this
subject must be reported to parents in the school report.

10.2 Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative
assessment. Formative continuous assessment is any assessment made during the school
year in order to improve learning and to help shape and direct the teaching-learning process.

Assessment has a formative role for learners if and when:

 it is used to motivate them to extend their knowledge and skills, establish sound
values, and to promote healthy habits of study
 assessment tasks help learners to solve problems intelligently by using what they
have learnt
 the teacher uses the information to improve teaching methods and learning materials

Summative assessment is an assessment made at the end of the school year based on the
accumulated total of the progress and achievements of the learner throughout the year in a
given subject, together with any end-of-year tests or examinations. The result of summative
assessment is a single end-of-year promotion grade.

10.3 Informal and formal methods

The teacher must assess how well each learner is mastering the specific objectives
described in the syllabus and from this gain a picture of the all-round progress of the learner.
To a large extent, this can be done in an informal way and in their participation in general,
through structured observation of each learner’s progress in learning and practice situations
while they are investigating things, interpreting phenomena and data, applying knowledge,
communicating and making value judgements.

When it is necessary to structure assessment more formally, the teacher should as far as
possible use situations similar to ordinary learning and practice situations to assess the
competency of the learner. Formal written and oral tests can be used to assess only a
limited range of specific objectives and therefore should not take up a great deal of time.

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Short tests should be limited to part of a lesson and only in exceptional cases use up a whole
lesson.

10.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to
ascertain where it is necessary to adapt methods and material to the individual progress and
needs of each learner. At the end of each main unit of teaching and at the end of each term,
the teacher, together with the learners, should evaluate the learning-teaching process in
terms of tasks completed, participation, what the learners have learnt, and what can be done
to improve the working atmosphere in and achievements of the class.

10.5 Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how
well other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In
criterion-referenced assessment, each letter grade must have a descriptor for what the
learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade
descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be
reliable.

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10.6 Grade descriptors

The learner’s summative achievement in the specific objectives will be shown in letter grades
A to E, where A is the highest and E the lowest grade for learners achieving minimum
competency level. In cases where a learner has not reached the minimum level of
competency a U will be awarded. When letter grades are awarded, it is essential that they
reflect the learner’s actual level of achievement in relation to the specific objectives. The
relation between the letter grades and specific objectives is shown in the table below.

Grade % Range Grade descriptors

A 80%+ Achieved objectives exceptionally well. The learner is outstanding in

all areas of competency.
B 70-79% Achieved objectives very well. The learner’s achievement lies
substantially above average requirements and the learner is highly
proficient in most areas of competency.
C 60-69% Achieved objectives well. The learner has mastered the specific
objectives and can apply them in unknown situations and contexts.
D 50-59% Achieved objectives satisfactorily. The learner’s achievement
corresponds to average requirements. The learner may be in need of
learning support in some areas.
E 40-49% Achieved the minimum number of objectives to be considered
competent. The learner may not have achieved all the specific
objectives, but the learner’s achievement is sufficient to exceed the
minimum competency level. The learner is in need of learning support in
most areas.
U 0-39% Ungraded. The learner has not been able to reach a minimum level of
competency in the objectives, even with extensive help from the teacher.
The learner is seriously in need of learning support.

10.7 Conducting and recording assessment

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class activities, practical activities, project
work, assignments, homework and short tests may be recorded for continuous assessment.

10.8 Assessment objectives

The assessment objectives for Computer Studies are:

10.8.1 Assessment objective A: Knowledge with understanding

Learners should be able to demonstrate knowledge with understanding about computing, in

relation to:
 the range and scope of information processing applications;
 the effects of the use of computers;
 the range of equipment, tools and techniques used to solve problems;
 the functions of the main hardware and software components in information
processing systems.

(Questions assessing these objectives will often begin with words such as: name, identify,
define, state).

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10.8.2 Assessment objective B: Problem Solving and Realisation

Learners should be able to:

 identify problems within the field of information processing;
 analyse problems by considering relevant functional, practical, human and economic
factors;
 draw up specifications for the computer-based solutions of problems;
 select from a range of resources those which are most suitable for solving problems;
 develop solutions using appropriate methodologies;
 implement solutions using equipment, tools and techniques sensibly;
 test, evaluate and refine solutions systematically;
 document problem solutions.
(Questions assessing these objectives will often begin with: explain, compare, write an
algorithm).

10.8.3 Assessment objective C: Application

Learners should be able to:

 organise, interpret and present data to provide useful information;
 recognise and present information in a variety of forms;
 communicate information in appropriate ways;
 describe, using appropriate methods, ideas related to information processing and
problem solving.
(Questions assessing this objective will often begin with: name…, explain… / describe the
use of .... ).

10.9 Continuous assessment: detailed guidelines

A specified number of continuous assessment activities per term should be selected, graded
and recorded. Not more than two assessments per term are to be topic tests. These
continuous assessments must be carefully planned and marked according to a marking
scheme, marking criteria or memorandum. The criteria used to assess activities other than
tests should be given to the learner before the assessment activity. Evidence of the work
produced by good, average and low-achieving learners, as well as the written assignment
and marking scheme, has to be kept at school until the end of the next year. Teachers can
choose to grade and/or record more than the required continuous assessments if it is
necessary for formative purposes. An end-of-year summative grade will be based only on the
assessment tasks described in the syllabus. Not more than 40% of the continuous
assessment may be based on tests, which include topic tests and end-of-term tests.

Types of continuous assessment tasks

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class and homework activities may be
recorded for continuous assessment.

In Computer Studies in the Junior Secondary phase the continuous assessment tasks are as
follows:

Topic tests: Every topic taught should be concluded with a test indicating the mastery of
these topics by the learners. All these tests will not necessarily form part of the continuous
assessment mark.

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Topic tasks: These are recorded, assessed activities that could introduce a topic, be used
during the teaching of a topic and/or revision a topic. They may well include assessment
involving specific objectives to do with locating information, conducting surveys, analysing
information or presenting information. Topic tasks will involve assessments of specific
objectives in all assessment objectives; however, not all assessment objectives need to be
present in every topic task. The greatest emphasis should be placed on assessment
objectives B and C (see section 10.11) to meet the weighting shown in the specification grid
on page 37. Typically, a topic task in Computer Studies will cover an aspect of a practical
section of the syllabus.

Projects: A project is a longer assignment than a topic task, and gives learners an
opportunity to complete an investigation into one of the themes outlined in the syllabus. This
type of investigation will enable the teacher and learner to pursue a theme in greater depth
and in a more creative way than possible with short topic tasks. Examples of marking grids
are included (pages 38 – 41).

End-of-term tests: This will be a more comprehensive test of the term's work, but certainly
not as comprehensive as an examination. No homework should be assigned during the time
of writing the end-of-term tests.

Summary of continuous assessment tasks

Continuous assessment Grade 8

Term 1 Term 2 Term 3
Components Number & Number & Number &
Total Total Total
marks marks marks
Projects 1 x 40* 40 1 x 40* 40
Topic tasks 2 x 25 50 2 x 25 50 2 x 25 50
Topic tests 1 x 20 20 1 x 20 20 1x 20 20
End-of-term tests 1 x 50 50 1 x 50 50
Term marks 120 160 110
Weighted term marks (120 ÷1.2) (160 ÷ 1.6)
(report marks) 100 100
* Grade 8 projects: Term 2: Word processing/DTP Term 3: Scratch

Continuous assessment Grade 9

Term 1 Term 2
Components Number & Number &
Total Total
marks marks
Projects 1 x 40* 40 1 x 40* 40
Topic tasks 2 x 30 60 2 x 30 60
Topic tests 1 x 20 20 1 x 20 20
End-of-term tests 1 x 50 50 1 x 50 50
Term marks 170 170
Weighted term marks (170 ÷ 1.7) (170 ÷ 1.7)
(report marks) 100 100
* Grade 9 projects: Term 1: Spreadsheet Term 2: Programming

The continuous assessment (CA) marks for one term (trimester) is converted to a mark out of
100 (weighted mark). Only this mark should be used for the report at the end of Term 1 and
Term 2. Learners should not write an examination at the end of the first two trimesters, but
only an end-of-term test which is part of the CA and part of the weighted term mark.

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10.10 End-of-year examinations: detailed guidelines

In Grade 8 there will be an internal end-of-year examination and at the end of Grade 9 a
semi-external examination. The Grade 9 papers will be set by DNEA and marked regionally.
The purpose of this examination is to focus on how well learners can demonstrate their
thinking, communication, and problem-solving skills related to the areas of the syllabus which
are most essential for continuing in the next grade. Preparing for and conducting these
examinations should not take up more than two weeks altogether right at the end of the year.

The description of the various papers for the written examination is as follows:

Written examination Grade 8

Description of questions Duration Marks
Paper 1 1h 30 min
Section A: Multiple choice
(30 questions of 1 mark each) 30
Differentiated questions on all topics
Section B: Question 1:
5 Definitions (2 marks each) covering the 10
syllabus
Further questions: A variety of compulsory questions of
variable mark value, which require answers of varying length
and difficulty. The questions will be based on all sections of
the syllabus in line with the assessment objectives. At least
one question will assess learners on Scratch programming 90
(10 marks).
TOTAL 130

Written examination Grade 9

Description of questions Duration Marks
Paper 1 1h 30 min
Section A: Multiple choice
(30 questions of 1 mark each) 30
Differentiated questions on all topics

Section B: Question 1: 10
5 Definitions (2 marks each) covering the
syllabus
Further questions: A variety of compulsory questions of
variable mark value, which require answers of varying length
and difficulty. The questions will be based on all sections of
the syllabus in line with the assessment objectives. At least 90
one question will assess learners on trace tables and
algorithms (20 marks).
TOTAL 130

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10.11 Promotion marks

For Computer Studies in Grades 8 & 9 Continuous Assessment contributes 35% to the
promotion mark and the end-of-year examination contributes 65%. The weighting of each
assessment component is as follows:
Component Description Marks Weighting
Section A 30 15%
Section B (100):
Definitions 10 5%
Hardware and software
10 5%
Operating system
General application
Grade 8: 45 22.5%
Written examination software and computer
Grade 9: 35 17.5%
skills
Structured questions
relating to computer usage 25 12.5%
and its effects on society
Scratch programming,
Grade 8: 10 5%
algorithm segments, trace
Grade 9: 20 10%
table and problem solving
Grade 8: 14 7%
Projects Grade 9: 16 8%
Grade 8: 27 13.5%
Topic tasks Grade 9: 25 12.5%
Continuous assessment
Grade 8: 11 5.5%
Topic tests Grade 9: 8 4%
Grade 8: 18 9%
End-of-term test Grade 9: 21 10.5%
Total marks 200 100%

The promotion marks are calculated as follows:

Promotion mark for Grade 8

Term 1 Term 2 Term 3 Total
Term mark 120 160 110 390
CA mark 390÷39×7 70
End-of-year examination 130
Promotion mark 200÷2 100

Promotion mark for Grade 9

Term 1 Term 2 Total
Term mark 170 170 340
CA mark 340÷34×7 70
End-of-year examination 130
Promotion mark 200÷2 100

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10.12 Specification grid

The specification grid below indicates the weighting allocated to each objective for both
Continuous Assessment and for the written examination.

Continuous
Examination (%) Total (%)
assessment (%)
GR 8 GR 9 GR 8 GR 9 GR 8 GR 9

Objective A Knowledge
10 5 40 30 50 35
with understanding

Objective B Problem
10 10 15 20 25 30
solving and realisation

Objective C Application 15 20 10 15 25 35

Weighting 35% 35% 65% 65% 100% 100%

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10.13 Assessment rubrics/criteria

10.13.1 Assessment rubric/criteria for word project in Grade 8

e.g. Create a magazine with articles and advertisements (40 marks)
Criteria/marks 1 2 3
Fonts Different fonts were used Different fonts and font The fonts and font sizes
sizes were used were suitably applied and
creatively used
Graphics Only a few graphics or A variety of suitable All of the previous plus
not suitable for the graphics; variety of evidence of grouping and
purpose, or not in a formats and suitable creativity
variety of formats or not layout options selected
suitable layout options
Alignment Done as prescribed
Borders and Only one kind used Creative use of a variety
Frames of borders and frames
Text boxes/other Present, but no variety, All text boxes/shapes are
shapes incorrect formatting correctly sized to fit text.
Creatively placed
Word Art Present Creatively and sparsely
used and placed
Bullets Correctly used More than one level was
Numbering Correctly used used for either bullets or
numbering
Page numbers Inserted as prescribed
Headers and Present, but not done as Both Headers and
Footers prescribed Footers inserted as
prescribed
Formatting Only basic formatting More advanced A variety of advanced
techniques (B, U, I) techniques apart from B, formatting techniques.
U, I , but still limited Evidence of Format
Painter being used;
formatting suitable for the
purpose
Columns Columns were created Columns were creatively
manipulated
Margins As prescribed A variety of at least two
margin settings used with
section breaks
Watermark As prescribed
Orientation Variety as prescribed
Paragraph Use of line spacing as Use of line spacing and The previous plus correct
prescribed hanging indents as use of indentation
prescribed
Table Basic table with content Table with headings and Creative formatting and
content placement
Special characters Used correctly Special characters AND
equations used
Hyperlinks 1 or 2 fully functional
hyperlinks inserted
Word count Number of words
indicated
The final product Acceptable product Exceptional product

Bonus marks for evidence of advanced skills used, e.g. a properly functional table of
contents.

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10.13.2 Assessment rubric/criteria for Scratch project in Grade 8 (40 marks)

Criteria/marks 1 2 3 4
The cat was used The sprite or the Both the sprite Own sprite and
as a sprite and the background was and the background were
Remixing
background was changed background were created
white remixed
There is no way to Not clear how to Interactive project Many interactions,
Interactive interact with the interact with the with clear easy to use
project project project instructions without
Design

instructions
Disorganised Some logic in the The sequence of Many logical
Events sequence of sequence of events follow a sequences of
events events logical pattern events
Only one thing Attempt at making Two things More than two
going on at a time two or more things happening at the things happening
Parallelism
happen at the same time at the same time
same time
Blocks from only Blocks from two Blocks from threeBlocks from four
category were different different or more different
Blocks
used categories were categories were categories were
Programming

used used used

No repeating Only duplication Only loops were Both loops and
actions was used to used to create duplication were
Loops
create repeating repeating actionsused to create
actions repeating actions
Done with help Done with some Project completely Completely
Debugging from the teacher help debugged with debugged without
help assistance
Program not Tested when Tested program Tested scripts a
tested reminded regularly few blocks at a
Testing
time as the project
was created
Deadlines could Some deadlines Project time was All planning and
not be met were met used well and all the Scratch
deadlines were project were done
Time
met in time and extra
management
Process

time was used to

improve the
project
Notes about the Basic planning Thoughts are Thoughts are
project are evident from notes expressed clearly expressed clearly
incomplete and there is
Planning and evidence of
reflection different solutions.
Ideas for
improvement are
written down

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10.13.3 Assessment rubric/criteria for spreadsheet project in Grade 9
e.g. the teacher gives a variety of problems involving the collection of calculable data that
must be presented in a spreadsheet. (40 marks)
Criteria/marks 1 2 3
Heading Clear Clear, merged and centred
and good use of font style
and -size
Labels Some missing, not Appropriately named,
appropriately named good use of font style and
-size

Row height/column Adjustments made

width
Data Present, good variety Some formatting done Data types correctly
formatted, e.g. date, time,
percentage, currency,
decimals
Formulae – basic Only 1 or 2 basic formulae At least 3 present, but no At least 3 with proper use
(SUM, AVERAGE, used ranges used of ranges
MIN, MAX, COUNT)
Formulae – Simple IF (only 1 Simple IF (only 1 Compound IF (at least 3
advanced possibility) OR possibility) AND possibilities)
(IF, COUNTIF, Formula(e) using absolute Formula(e) using absolute
SUMIF, COUNTA, referencing referencing
absolute reference)
Sorting Simple sorting skills shownAdvanced sorting skills
(only 1 column) shown (at least 2 columns)
Filtering 1 set of data filtering done
At least 2 sets of data
on a separate sheet filtering done on separate
correctly named sheets correctly named
Formatting Limited basic formatting A variety of basic Advanced formatting skills
skills shown formatting skills shown shown (e.g. conditional
formatting, use of shading)
Spreadsheet Paste Link OR hyperlink Two of the previous 3 All 3 correctly used
functions OR Freeze panes correctly correctly used
used
Alignment Basic alignment skills Good use of alignment
displayed (left, right, techniques (direction, left/
centre) right/centre, text wrapping)
Borders Present (one style) A variety of borders
Page setup Orientation OR margins Orientation AND margins
changed correctly applied
Graphic Logo or other acceptable
graphic, correctly placed
and sized
Charts (at least 2 Done, but incorrectly Done on separate sheets Correctly done on
using different data (correctly named), but with separate (correctly named)
sets and criteria) errors or missing some sheets with all elements
elements (heading, correct present
NB: Mark twice – ranges selected, labelled
each chart correctly, acceptable
separately intervals, legend)
Data validation Done, but no (or incorrect) Done with correct error
error message message
Overall appearance A professional-looking end
product

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10.13.4 Assessment rubric/criteria for programming project in Grade 9
e.g. the teacher gives a variety of problems. Each learner uses one and develops an
algorithm in pseudocode to solve the problem. A list of variables must be provided.
Thereafter the learner draws a flowchart, using the same algorithm. A trace table must
accompany these. (40 marks)
Criteria/marks 1 2 3
PSEUDOCODE
Variables Listed, but incomplete All variables listed All variables listed,
appropriate names and
appropriate explanations
Initialisation Done, but too many or All necessary
too few initialisations done
Input Done, but wrong Correct syntax and
placement/syntax placement
Error messages Present, but incorrectly Provision was made for
used wrong inputs
Conditional Present, but incorrect Correct syntax and
statements (if, placement
case)
Iterations (Loops) Attempt at using a loop, Correct loop, but with Correct loop, correct
but incorrect loop errors syntax and placement
Processing Present, but incorrect Correctly placed, but with Correct placement and
(calculations) use or placement errors syntax
Output Correct syntax and Correct use of labels
placement
Indentation Used, but not through- Good use of indentation
out through-out
Comments Good use of comments
Success of the The algorithm did not The algorithm partially The algorithm completely
algorithm solve the problem solved the problem solved the problem
FLOWCHART
Shapes More than 2 shapes Most shapes correct, but All shapes correct,
wrong no connectors including connectors,
begin and end
Logic (sequence) Errors in the flow (wrong The flow is correct
arrows) Numbering and true/false
labels all correct
TRACE TABLE
Test data Insufficient test data Sufficient normal data All instances of data
input considered,
including abnormal data
Variables and Some missing All variables, decisions
decisions and output listed
Sequence More than 3 steps 1 or 2 steps not done Algorithm tested
omitted correctly, all steps done
and in correct sequence
Output Present, but incomplete Correct output, including
correct label(s)

Computer Studies syllabus Grades 8 - 9, NIED 2015

41
Annexe 1: Glossary of terms

ADSL Asymmetric Digital Subscriber Line; a fast way to connect to

the Internet

algorithm a precise set of rules specifying how to solve a given problem

authentication validating the true and legal origin, e.g. to allow a user access
to a system

back up to make a copy of computer files for storage in another place

as a security copy

biometric password the identification of living individuals by using their

physiological and behavioural characteristics

booting to start the initial processes and load an operating system by

either starting up a computer or restarting it

bridge a device that connects a local area network (LAN) to another

local area network that uses the same protocol

client any computer that is hooked up to a computer network

command line interface a user interface in which you type commands instead of
choosing them from a menu or selecting an icon

computer an electronic device for processing data and performing

calculations; it follows instructions (programs) to perform
sequences of mathematical and logical operations; after which
it returns processed information. A computer may also have
the ability to store information

constant in programming, a value or any other piece of data that does

not change

data also called raw material; in computing terms, anything that is

entered into the computer. It may be text or numbers. (also
see Information)

data encryption converting data or information into code for security purposes

data privacy the right of an individual to decide what personal information

can be shared with third parties

data protection safeguarding important information from corruption and/or loss

desktop publishing the use of computers with graphics capacity to produce printed
materials

digitiser device for converting analogue signals into digital signals

disk defragmentation to reduce fragmentation of files on a storage device by moving

separated parts into a contiguous location

Computer Studies syllabus Grades 8 - 9, NIED 2015

42
disk partitioning logical division of a hard disk so that different operating
systems can reside on the same hard disk; also to create the
appearance of having separate hard drives for file
management, multiple users, or other purposes (e.g. back up)

firewall a security system consisting of a combination of hardware and

software that limits the exposure of a computer (or
computer network) to attacks from crackers; commonly used
on local area networks that are connected to the Internet

firmware coded instructions that are stored permanently in read-only

memory

flow chart a diagram of the sequence of operations in an algorithm

freeware software that is provided without charge

FTP File Transfer Protocol – protocol that allows users to move

files between their local system and any system they can
reach on the network

gateway a network node that acts as an entrance to another network;

controls traffic between networks

GUI Graphical user interface – a user interface based on graphics

(icons and pictures and menus) instead of text; primarily uses
a mouse as an input device for OS-related commands

hacking obtaining unauthorised access to a computer or network

hardware the mechanical, magnetic, electronic and electrical

components making up a computer system (also see
Peripherals)

HDMI high-definition multimedia interface; a digital audio and video

connection interface

hub a place of convergence where data arrives from one or more

directions and is forwarded out in one or more other directions;
can include a switch and a router

hyperlink a hypertext link to another location or file; activated by clicking

on a highlighted/coloured/underlined word or icon

ICTs any communication device or application and the various

services and applications associated with them – including
radio, television, computer hardware and software and satellite
services

information data that have been processed

Computer Studies syllabus Grades 8 - 9, NIED 2015

43
internet a worldwide network of computer networks that use the
TCP/IP network protocols to facilitate data transmission and
– exchange
(TCP/IP: Transmission Control Protocol/Internet Protocol)

ISDN Integrated Services Digital Network – a set of CCITT/ITU

standards for digital transmission over ordinary telephone
copper wire as well as over other media
(CCITT/ITU: Consultative Committee for International
Telephony and Telegraphy/International Telegraph Union)

legend a brief description accompanying a chart

menu-driven interface an interface where the user interacts with the computer by
selecting various options from a list of choices

modem (from a combination of MOdulate and DEModulate)

an electronic device used to connect computers, historically by
means of a telephone line, but also by means of other
analogue signals such as light emitting diodes or radio waves

netiquette Internet etiquette, courtesy and consideration for others while

using shared services, social media, mailing lists, etc.

network protocol rules determining the format and transmission of data within a
network or between two networks

network topology the configuration of a communication network. The four

principles of network topology are star, bus, ring, hierarchy

news groups a collection of messages about a particular topic accessed

over the Internet

node any computer or hardware device that is hooked up to a

computer network and which can send/receive data (a server,
a printer, a hub are all nodes)

non-volatile permanent – referring to memory (may be ROM or any other

permanent storage)

open source software software that is developed, tested, or improved through public
collaboration and distributed with the idea that it should be
shared with others, who may continue the development and
improvement

page orientation the direction in which a page is displayed or printed – portrait

(vertical) or landscape (horizontal)

peripheral electronic equipment connected by cable to a computer (also

see Hardware)

protocol a set of rules governing the exchange or transmission of data

between devices, e.g. IP, TCP, HTP, FTP, VOIP

PS/2 Personal System/2 – a round connector/port with six pins/slots

that older PCs use for connecting the keyboard and mouse
Computer Studies syllabus Grades 8 - 9, NIED 2015

44
pseudo code statements outlining the operation of a computer program,
written in something similar to computer language, but in a
more understandable format

public domain software content that is not protected by any copyright law or other
restriction and may be freely copied, shared, altered and
republished by anyone

router a device that forwards data packets between networks

search engine a computer program that retrieves documents or files or data

from a database or from a computer network (especially from
the Internet)

sensor any device that receives a signal or stimulus (e.g. heat,

pressure, light, motion)

server a computer that provides client nodes with access to files and
shared hardware resources on a computer network

shareware software that is available free of charge; may be distributed for

evaluation; a fee requested for additional features or a manual

software piracy illegal copying and using software without payment or the
permission of the owner

software computer programs, written as a series of instructions,

procedures and rules; stored in memory

Sprite in Scratch programming, a chosen character that reacts to

programmed instructions

switch a device that channels incoming data from any of multiple

input ports to the specific output port that will take the data
toward its intended destination

thesaurus a list of synonyms

trace table method of testing an algorithm for logical errors – also known
as a dry run

trouble shooting to solve problems – in computing, used in relation to hardware

as well as software

URL Uniform Resource Locator; the address of a web page on the

World Wide Web

USB Universal Serial Bus; a way of attaching peripheral devices to

a computer; uses narrow, rectangular ports and connectors

utilities programs designed for general support of the processes of a

computer

validation testing whether data complies with specified rules

Computer Studies syllabus Grades 8 - 9, NIED 2015

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variable used in programming, a value that is likely to change

verification in computing, proof that data input is correct

virus a software program capable of reproducing itself and usually

capable of causing great harm to files or other programs on
the same computer; a true virus cannot spread to another
computer without human assistance

VOIP (Voice over Internet Protocol) – the hardware and software

that enables people to use the Internet as a transmission
medium for telephone calls

volatile referring to memory, non-permanent; data in volatile memory

(RAM) is lost if not saved to permanent storage

workstation a desktop computer that is conventionally considered to be

more powerful than a microcomputer

WWW World Wide Web – a computer network consisting of a

collection of Internet sites that offer text, graphics, sound and
animation resources using the hypertext transfer protocol; part
of the Internet

Computer Studies syllabus Grades 8 - 9, NIED 2015

46
Annexe 2: Explanation of abbreviations

ADSL Asymmetric Digital Subscriber Line

ALU arithmetic and logic unit
CAD computer-aided design
CAM computer-aided manufacturing
CD compact disk
FTP File Transfer Protocol
GUI graphical user interface
HDMI high-definition multimedia interface
ICT Information and Communication Technology
ISDN Integrated Services Digital Network
LAN local area network
MAN metropolitan area network
mms multimedia message service
NIC Network Interface card
PS/2 Personal System/2
RAM random access memory
ROM read-only memory
sms short message service
URL Uniform Resource Locator
USB Universal Serial Bus
VOIP Voice over Internet Protocol
WAN wide area network
WWW world wide web

Computer Studies syllabus Grades 8 - 9, NIED 2015

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 Annexe 3: Assessment record sheet for Grade 8

Assessment record sheet: Computer Studies Grade 8: ………….…. Year: ……………

School: …………………………………………………………………………………………………………….. Teacher: …………………………………….

Total term marks

End-of-term test

Promotion mark
((70 + 130) ÷ 2)
Weighted term
Term mark 1

Term mark 2

Term mark 3

examination
End-of-year
(390÷39×7)
Topic Task

Topic Test

CA Mark
Project
Term

mark
Name of Learner
25 25 20 40 50 120 160 110 100 390 70 100 100
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3

Computer Studies syllabus Grades 8 - 9, NIED 2015

48
Annexe 4: Assessment record sheet for Grade 9

Assessment record sheet: Computer Studies Grade 9: ………….…. Year: ……………

School: …………………………………………………………………………………………………………….. Teacher: …………………………………….

Total term marks

End-of-term test

Promotion mark
((70 + 130) ÷ 2)
Weighted term
Term mark 1

Term mark 2

Examination
(340÷34×7)
Topic Task

Topic Test

CA Mark
Project
Term

mark

mark
Name of Learner
30 30 20 40 50 170 170 100 340 70 130 100
1
2
1
2
1
2
1
2
1
2
1
2
1
2

Computer Studies syllabus Grades 8 - 9, NIED 2015

49
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