REPUBLIC OF CAMEROON

PEACE – WORK – FATHERLAND

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MINISTRY OF SECONDARY EDUCATION
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INSPECTORATE GENERAL OF EDUCATION
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INSPECTORATE OF PEDAGOGY IN CHARGE OF
THE TEACHING OF COMPUTER SCIENCE
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Teacher’s Guide
to the
High School Computer Science Syllabus

WORKING DRAFT August 2020

TABLE OF CONTENT
1 INTRODUCTION ......................................................................................................................................... 3
2 ORGANIZATION OF THE SYLLABUS ........................................................................................................... 3
2.1 COURSE DESCRIPTION AND DURATION ............................................................................................ 3
2.2 PREREQUISITE FOR LEARNING HIGH SCHOOL COMPUTER SCIENCE ................................................ 4
2.3 MODULES............................................................................................................................................ 4
2.4 MODULE PRESENTATION STRUCTURE ............................................................................................... 6
3 OBJECTIVES ENVISAGED BY THE SYLLABUS .............................................................................................. 7
3.1 HIGH SCHOOL LEAVER PROFILE IN COMPUTER SCIENCE .................................................................. 7
3.2 THE AIM OF TEACHING COMPUTER SCIENCE IN HIGH SCHOOL ....................................................... 7
4 METHODOLOGY ......................................................................................................................................... 8
4.1 METHODS OF TEACHING COMPUTER SCIENCE ................................................................................. 8
4.1.1 PROBLEM BASED LEARNING ....................................................................................................... 8
4.1.2 PROJECT BASED LEARNING ......................................................................................................... 8
4.1.3 EXPOSITORY................................................................................................................................. 9
4.1.4 DEMONSTRATIVE ........................................................................................................................ 9
4.1.5 INTERROGATIVE .......................................................................................................................... 9
4.1.6 DISCOVERY................................................................................................................................... 9
4.2 PHASES IN LESSON DELIVERY ........................................................................................................... 10
4.2.1 THE PLANING PHASE ................................................................................................................. 10
4.2.2 THE EXECUTION PHASE ............................................................................................................. 10
4.2.3 THE FOLLOW UP AND EVALUATION PHASE ............................................................................. 10
4.3 LESSON PREPARATION ..................................................................................................................... 11
4.3.1 TOOLS FOR PREPARATION OR TEACHING ................................................................................ 11
5 ACTORS AND THEIR ROLES ...................................................................................................................... 12
5.1 THE TEACHER’S ROLE........................................................................................................................ 12
5.2 THE LEARNER’S ROLE........................................................................................................................ 12
6 ASSESSMENT............................................................................................................................................ 13
6.1 THE FORMATIVE ASSESSMENT ........................................................................................................ 13
6.2 THE SUMMATIVE ASSESSMENT ....................................................................................................... 13
6.3 THE SCHOOL–BASED ASSESSMENT .................................................................................................. 13
6.4 GRADING POLICY .............................................................................................................................. 14
NOTA BENE ............................................................................................ Error! Bookmark not defined.
1 INTRODUCTION
The High School Teaching Syllabus on Computer Science is designed to equip
learners with necessary skills and experience to apply algorithmic and computational
thinking practices to solve problems using computer systems. With a unique focus on
creative problem-solving techniques, and representation and ethical use of computers,
the course offers to learners a broad range of competencies, individual skills and
motivation, which are essential for a successful working life.

This Advanced Level Computer Science syllabus is expected to provide a

learner with the opportunity to obtain Cameroon national qualifications in Computer
Science and pursue university studies or employment.

Learners acquire knowledge and understanding of the academic aspects of

Computer Science through theory lessons, laboratory practices and collaborative
assignments. The entire syllabus has been designed following the Competence-Based
Approach recommended by the Ministry of Secondary Education with specifications
from the Inspectorate General of Education and guided by the Inspectorate of Pedagogy
in charge of the teaching of Computer Science. This is a task-oriented methodology to
give the learners ample user-time practices with the computer to help them bring out
feasible solutions to real life situations or problems. Many hands-on tasks have been
suggested to enable the learner to practice in a computer laboratory. It is hoped that
teachers will follow these suggestions and lead their learners to explore and discover
more in a computing environment. Commented [1]: Good to have a roadmap here, to tell us what
to expect from each section of the document! For example, though
needed, the section “Teaching Method” was a surprise, especially as
syllabuses are more about body-of-knowledge than teaching!

2 ORGANIZATION OF THE SYLLABUS

2.1 COURSE DESCRIPTION AND DURATION

This Computer Science (CS) teaching syllabus for High Schools is a two-year
rigorous, University entry-level preparatory curriculum that builds Advanced Level
learners with broad foundations in the field of Computer Science. It covers a wide range
of fundamental topics including Data Structures and Algorithm Design, Programming,
Information Systems, Computer Organization and Networks, Digital Privacy and
Security, and the Societal impacts of computing.

The total learning time for all the modules on this High School Computer
Science teaching syllabus is 426 periods, with 224 periods for the Lower Sixth (First
Year) course work and 192 periods for the Upper Sixth (Second Year) course work. A
period here refers to the teaching time scheduled on the school timetable and it ranges
from 50 to 60 minutes. The way that this time is spent will reflect the subject matter of
each module. In this regard, the average total teaching time is eight periods per school-
week, with six periods for theory and two periods for practical work. Also, the judicious
use of internet and laboratory facilities and overhead projectors would greatly enhance
the quality and effectiveness of teaching periods.

The following Table summarizes the teaching load of High School Computer Science:

CLASS WEEKLY WEEKLY ANNUAL COEFFI-

TEACHING PRACTICAL TEACHING CIENTS
LOAD LOAD LOAD
(PERIODS) (PERIODS) (PERIODS)

LOWER SIXTH
04 04 224 05
(First Year)
UPPER SIXTH
04 04 192 05
(Second Year)

2.2 PREREQUISITE FOR LEARNING HIGH SCHOOL COMPUTER SCIENCE

o Learners willing to study this high school Computer Science course require no
specific or formal qualification in Computer Science but must have Ordinary
Level Mathematics and should have an understanding of civic education and a
disposition for skills acquisition and responsible social behaviour. Basic
computer literacy skills are an advantage.
o Learners should have a mastery of English Language at least the Ordinary Level
and demonstrate a working knowledge of it.

2.3 MODULES

This High School Computer Science syllabus is divided into 11 modules

including a guideline for a mini project suggested for each of the modules. These mini
projects enable the learner to carry out hands on activities to implement concepts of the
modules. The modules are structured as follows:
CLASS MODULES DURATION

Module 1: COMPUTER APPLICATIONS AND 18

SOCIO-ECONOMIC IMPLICATIONS

Module II: SOFTWARE 50

LOWER SIXTH Module III: INFORMATION SYSTEMS 7

(First Year) Module IV: DATA STRUCTURES AND 34

ALGORITHMS

Module V: PROGRAMMING 40

Module VI: SOFTWARE DEVELOPMENT I 10

Module VII: COMPUTER SCIENCE PROJECT 18

Module VIII: COMPUTER ORGANIZATION AND 29

ARCHITECTURE
UPPER SIXTH
Module IX: COMPUTER NETWORKS, DATA 50
(Second Year)
COMMUNICATIONS AND SECURITY

Module X: DATABASE SYSTEMS 28

Module XI: SOFTWARE DEVELOPMENT II 50

A successful navigation through the 11 modules by the teacher adequately

prepares the learner to demonstrate competencies in solving most real-life situations
using knowledge and skills gained from Computer Science. Thus, the first six (06)
modules are taught in Lower Sixth (First Year) and the last four (04) in Upper Sixth
(Second Year) while the Module on Computer Science Project is shared as it is
dependent on the other modules.
In effect, the First Year modules provide some background on which the
Computer Science Project module could depend on. The Computer Science Project module
is biased towards developing Project development and realisation capabilities in the
learner, while reinforcing the understanding and application of other module
requirements. As such, project skills developed could be applied in subject domains taught
in later modules, and the learner should be able to discover and exploit knowledge, skills,
competencies and experiences beyond the project course and even the Computer Science
discipline.

2.4 MODULE PRESENTATION STRUCTURE

Each module is presented as a table having three main columns with nine sub-headings
among them. This structure is intended to give teachers an orientation on how to exploit
the module entries and subsequently prepare lessons. The terminology used for the
column headings is contextual and non-standard and so the following definitions and
clarifications are significant.

I. CONTEXTUAL FRAMEWORK: This gives a global picture of the life situations

from which lesson inspirations are drawn. This column is further broken down into two
sub-headings:
• Family of Real-life situations: This term is an umbrella statement that
groups related real life situations.
• Examples of Real-life situations: This column situates the lesson by
bringing examples from life situations. This can be an activity within a task. It is
expected that the teacher can use the types of examples listed to coin a life
situation for a given lesson.

II. COMPETENCIES: Competencies refer to the ability to do something successfully

and efficiently. It is understood here to be a process(es) evident in an action(s). This
main column has two sub-headings:
• Categories of Actions: These categories group examples of related activities
that learners are expected to carry out in the course of the lesson, as facilitated by
the teacher. This may serve as topics or sub topics from where lessons are
derived.
• Examples of Actions: These refer to the actions or activities the learners are
expected to do successfully and efficiently during a lesson, with or without the
teacher. They constitute indicators that certain specific abilities have been built
into the learner in the course of the lesson. These examples of actions may also
serve as lessons.

III. RESOURCES: Resources refer to the cognitive and material requirements that
ensure a successful lesson. This column has five sub-headings:
• Core knowledge: These are expressions and concepts that learners should be
able to define and comprehend in an effective lesson.
• Skills: These are indicators of competencies/skills that the learner should
demonstrate in class/team during a lesson, or out of class as the context may
demand.
 • Attitudes: These are the behavioural responses the learner develops and
demonstrates competence in during and after the lesson. It is inherent in the
learner so that the learner attains performance requisite levels in the learning
process.
• Other Resources: These are material resources to be used by the teacher or
learner and are required to facilitate the teaching/learning process. They are
mostly standard teaching aids black-/white- board, overhead projectors and
computers.
• Duration: This is the expected duration, typically divided into periods, in which
the associated material should be formally taught or learned.

3 OBJECTIVES ENVISAGED BY THE SYLLABUS

3.1 HIGH SCHOOL LEAVER PROFILE IN COMPUTER SCIENCE

Mindful that society is fast developing with rapid changes in knowledge, it is

pivotal to study the fundamentals of how such knowledge is produced, acquired, used
and propagated in this information age.
At the completion of this high school Computer Science syllabus, learners
will have developed skills that let them build and exploit computer systems that address
problems in their community. Specifically, inter alia, the learners use the knowledge and
skills acquired to:
• Develop computer software;
• Design databases;
• Setup and configure data communication networks;
• Carry out a project successfully;
• Propose IT solutions to tackle real life issues;
• Develop websites;
• Assure the quality of developed software;
• Analyse computer systems and architectures.

3.2 THE AIM OF TEACHING COMPUTER SCIENCE IN HIGH SCHOOLS

This High School Computer Science teaching syllabus is intended to build in

the learners:
• an understanding and proper use of basic but fundamental concepts in Computer
Science;
 • positive attitudes towards contemporary developments and evolution of
computer systems;
• problem solving skills underpinned by algorithmic and computational thinking;
• confidence to analyse and apply theory and practice in real world situations; and
• foundation for higher studies or training.

4 METHODOLOGY
4.1 METHODS OF TEACHING COMPUTER SCIENCE

A teaching method describes the means used by the teacher to facilitate

learning and to attain set pedagogic objectives. The fundamental teaching approach
adopted in this syllabus is the Competency Based Approach (CBA) which, helpfully,
allows the teacher to include diverse teaching and learning methods. The variant of CBA
used here favors learner centered teaching and learning, with entries and/or exits
through real life situations.
The following subsections discuss some of the pedagogic methods most
adopted to teach Computer Science, and could be exploited within CBA.

4.1.1 PROBLEM BASED LEARNING

The Problem Based Learning is one where, given a problem, the learners
play the role of active problem solvers while the teacher assumes the role of a facilitator.
The learners are presented with a real-life situation which could be an ill
structured problem, they study the problem or research on it, organize their ideas,
discuss their relative knowledge concerning the problem, and attempt to define its
scope. In the course of their discussions, the learners ask questions concerning aspects
of the problem which they do not understand. The learners are continually encouraged
by the teacher to bring forth what they know and what they do not know. Problem-
solving reckons with individual and group interactions, classification of problem-types
and acquisition of their resource needs, and the integration of possibly researched
solutions.

4.1.2 PROJECT BASED LEARNING

The High School Computer Science teaching syllabus exploits project-based

learning to strongly engage learners through practical experience and to challenge them
to solving real life situations. The strategy helps learners to improve their retention of
learned experiences and to develop stronger problem solving, critical thinking, and
communication skills.
In the second year of high school, each learner presents a report of a
project(s) undertaken. The learners are expected to go through the project lifecycle of
conception, planning, execution, presentation and evaluation within the two years of the
high school course work. Mini projects and laboratory practice may be based on any
parts of the syllabus, but are structured and presented in a way that meets the objectives
of the School-Based Assessment. These mini projects may take 3 to 4 weeks with the
guidance of the teacher and collaboration of peers. In accordance with the guidelines of
the Advanced Level Computer Science and Information and Communication
Technology examinations as specified by the General Certificate of Education Board,
projects and practical work are part of the student's normal schooling activities, and so
these durations are effectively turn-around time.
Furthermore, the Inspectorate of Pedagogy in charge of the teaching of
Computer Science in the Ministry of Secondary Education runs capacity building
workshops for teachers on the implementation of this teaching syllabus, including
specific components such as project-based learning and the production of remedial
lessons.

4.1.3 EXPOSITORY
In this method, the teacher presents the contents of a structured lesson to
the learners in the form of an exposé. In the context of CBA, this method is only
recommended when the teacher is presenting external resources necessary for the
acquisition of a competence, such as when explaining or defining a new concept.

4.1.4 DEMONSTRATIVE
In the demonstrative method, the teacher leads learners to do (demonstrate,
experiment or formulate) something by demonstrating it, and then he/she guides the
learner to do same, while evaluating the degree of learner comprehension.
4.1.5 INTERROGATIVE
In this method, the learner is assumed to have some knowledge on what is
to be acquired, or an idea of its contents. Through appropriate questioning by the
teacher, the learner constructs his own knowledge based on his/her own understanding
of the situation and his/her attempts to link ideas and make some sense out of them.
This method is often used when the teacher seeks to determine the level of knowledge in
learners.

4.1.6 DISCOVERY
With the discovery method, the teacher creates a pedagogic scenario and
uses appropriate materials to allow the learners use trial and error methods for learning.
The teacher makes use of his personal experience or those of the learners to solve a
given problem, using the means available. Intra-cognitive and collaborative work here
are highly utilised. This method must be used with care given that it is expensive and
time consuming.
4.2 PHASES IN LESSON DELIVERY

All teaching and learning activities are done in three essential phases:
planning, execution and follow-up/evaluation.
4.2.1 THE PLANING PHASE
The planning phase consists of putting in place preparatory materials for
teaching and learning activities, acquiring didactic resources, and identifying how
evaluation would be done. The planning phase provides foresight into how the lesson
would look like. Planning also helps him/her to save time and energy, avoid redundant
work, and enhance the presentation quality of the lesson. During the planning phase, all
the actions of the teaching and learning processes are previewed to ensure that they
develop competencies in the learner. To achieve this, we focus on three elements:
• Essential components of the CBA: knowledge, skill and attitude;
• Integration activities; and
• Evaluation (which is usually formative).

4.2.2 THE EXECUTION PHASE

This is the lesson delivery phase. During a lesson presentation, the teacher
may apply one or more of the methods stated above, that help realize the purpose of
his/her lesson. The teacher may allow individual or group learning. A group situation
could be one in which group members communicate, organize themselves and learn
from each other. Whether the teacher allows individual or group learning, the essence
should always be to solve a real-life problem in a disciplined manner.
4.2.3 THE FOLLOW UP AND EVALUATION PHASE
This is the phase during which the teacher carries out an analysis of his
teaching practice or activities in order to continuously improve. Keeping a diary of
remarks and suggestions from each teaching session, can be a useful practice that helps
the teacher to correct him- or herself. This practice also helps the teacher develop
creative ideas that enable him to reach out effectively to all categories of learners.
Also, the teacher evaluates the learner, usually through a formative
evaluation. We can evaluate a competence by proposing to the learners a problem new
to them, which problem need not reveal the resources needed to solve it. Alternatively,
the learner may actually acquire and use the resources need. In any case, errors
committed by the learner during the teaching and learning process should be used
constructively, not negatively, to get to the teaching and learning right.
4.3 LESSON PREPARATION

A prepared lesson is what should be used by a teacher to facilitate learning.

Hence, a good lesson delivery follows from a good lesson preparation.
To select and teach a lesson from the syllabus, a teacher could follow the steps outline
below:
• Express and explore a Family of Life Situation (problem);
• Pick out an Example of Life Situation. This may guide the teacher to develop
a real-life situation. A number of them could be grouped to form a Category of
Actions. (Teachers may use a category of actions as a Topic.);
• Under each Category of Actions, select an Example of Action. (Teachers
may use an Example of Action as a Lesson.);
• An Example of Action could be selected in any order but it is advisable to start
with the first and move chronologically to the last in that group of actions
provided in the teaching syllabus. Be aware that the list of examples is
representative, not exhaustive, and available resources may dictate how best to
present and develop the teaching and learning;
• Put in place the necessary didactic material;
• Produce your lesson plan, gauging the lesson within the specified duration;
• Guide the learner into carrying out the actions stated in the Example of Action. A
successful completion of each action is a mastery or an achievement of a skill;
• Select the Examples of Actions identified with a project and carry it out using any
of the teaching methods given earlier.
In the course of teaching, you can start your lesson through a real-life
situation or leave through a real-life situation.

4.3.1 TOOLS FOR LESSON PREPARATION OR TEACHING

The required materials to teach this course are the following:

o Availability of one or more computer laboratories. We recommend a ratio of 2

pupils per computer;
o Availability and possession of up-to-date and authoritative Computer Science
textbooks and laboratory manuals;
o Essential classroom and laboratory supplies;
o Availability of relevant software specified as didactic materials;
o Relevant hardware accessories and platforms. In particular, overhead
projectors and demo machines should be standard to every Computer Science
course;
o Internet connection for documentation, research and teaching;
o Links to online resources within the content’s learning environment;
 o Schemes of work and lesson notes;
o Students should master and be able to work on MS Windows-based and Unix
(Linux)-based machines, even if they are proficient in just one of them;
o C or Pascal language should be used for programming or any other
language(s) that revised versions of the syllabuses may introduce;
o Latest popular and stable versions of HTML, CSS, Java and PHP should be
used for web authoring and database programming.

5 ACTORS AND THEIR ROLES

5.1 THE TEACHER’S ROLE

The role of the teacher is to create the learning requirements, situations and
environments that favor the development of the competency in view. These activities
take into consideration the individual characteristics of the learner such as fast learner,
slow learner, physically challenged, impaired, etc. The teacher should prepare lessons
following the recommendations in the CBA concept.
The teacher follows up learner activities, provides guidance and corrects
work-in-progress. The teacher is also required to end every lesson or a group of lessons
with assignments that consist of tasks or mini-projects that provide the opportunity for
learners to develop their skills in problem solving. Requirements for mini-projects may
span modules, and so their correct teaching order and methods must be ascertained.
The teacher is expected to obtain and use appropriate material from sources
which will facilitate the development of the desired competency in the learner. The use
of projectors and multimedia platforms in the display of information is strongly
recommended. These materials help secure learner attention as well as facilitate
teaching.

5.2 THE LEARNER’S ROLE

Learners are introduced problems from real life whose solutions require
that they exhibit creative, innovative and entrepreneurial abilities. With the teacher’s
guidance, the learner acquires the necessary ingredients needed to exercise the expected
competency. The learner spends time carrying out research on projects given out by the
teacher.
6 ASSESSMENT

The primary purpose of assessment and evaluation is to improve learning.

Information gathered through assessment helps teachers to determine the learners’
strengths and weaknesses in the achievement of the curriculum expectations in each
module. This teaching syllabus uses three types of assessments: Formative, Summative
and School-Based Assessments.

6.1 THE FORMATIVE ASSESSMENT

Formative assessment is to check for understanding after teaching each sub-
topic, topic or module. It usually takes the form of assignments, quizzes, multiple
choices questions, fill-in-the-blanks, or simple structural questions.

6.2 THE SUMMATIVE ASSESSMENT

This is a summative examination at the end of a sequence, a term, a year or
at the end of a course to find out if the objectives set in them are attained. These
examinations could take the form of multiple-choice questions, structural questions,
case study questions and practical examinations. They are used to assess students’
ability to apply the concepts covered in the course.

6.3 THE SCHOOL–BASED ASSESSMENT

School-Based Assessments (SBAs) are mini-projects carried out by learners
under the guidance of the teacher within or after each module. Guidelines for mini
projects are outlined for each module. Teachers should follow these guidelines to
prepare tasks for their learners. Each mini-project report is evaluated by the teacher
using the project evaluation template provided by this guide. These mini-projects are
assessed based on submitted formal project reports typically in the form of a
presentation or demonstration. The submission provides the teacher with an
opportunity to appreciate the student’s knowledge and understanding of the subject
matter. An Inter alia, the assessment may consider the oral and written communication
skills of the learner, as well as his/her ability to think critically and to reflect on the
material learned.
As part of assessments, teachers are required to provide learners with
descriptive feedback that guides their efforts towards improvement. Classroom teachers
are advised to focus on setting practical tests that relate to scientific and daily life -
situations in order to test learners’ reasoning and technical skills.
Learners are required to carry out a final project. At the end of some
modules, are mini projects to be done by the learners under the guidance of their
 teacher. However, at the end of all the modules, the learner should be able to carry out a
final project which will help to materialize the module on project management
The section of the syllabus also suggests framework and assessment grids
for the final projects.

6.4 GRADING POLICY

Bearing in mind that the subject Computer Science is intended to give

students opportunities to use computers and gain experience in solving problems,
teachers will be well aware that written examinations need not be the most suitable
means of assessment. As such, written, summative and similar examinations should be
naturally easier for learners better-exposed to real-life, practical and laboratory
experiences. In addition, it is recommended that continuous assessment be used and
letter grades, not just marks, be awarded.
As such, the seven-point scale (A through F plus U) that follows provides a
record of the learning skills demonstrated by the learner in every module of the course
through independent work, teamwork, organisation, work habits, and individual or
group initiative.

Honour Needs
Remark Excellent Good Satisfactory Failed Ungraded
Roll improvement

% Score 90 to 100 80 to 89 70 to 79 60 to 69 50 to 59 40 to 49
< 40

Grade A B C D E F U

7 SYLLABUS OUTLINES

7.1 TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTER APPLICATION

AND SOCIO-ECONOMIC IMPLICATIONS

Module 1: COMPUTER APPLICATIONS AND THE SOCIO-ECONOMIC IMPLICATIONS

OF THE USE OF COMPUTERS

Class: Lower Sixth Theory: Practical: Duration of Period:

Specific objectives: On completion of this module, students should have the opportunity to:
a) Describe ways in which computing enables innovation.
b) Explain some areas or domain that the computer could be used to facilitate work.
c) List examples of input and output devices.
d) State clearly the various stages of information processing cycle and give examples.
e) Know the various software that can be used in data processing to accomplish tasks. Discuss the ways in which
innovations enabled by computing affect communication and problem solving.
f) Analyze how social and economic values influence the design and development of computing innovations.
g) Discuss issues of equity, access and power in the context of computing resources.
h) Communicate the legal and ethical concerns raised by computational innovations.
i) Discuss privacy and security concerns related to computational innovations.
j) Explain positive and negative effects of technological innovation on human culture.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Description of Computer Describe types of Input devices; Compare characteristics: Learners should be
system computers; Processing devices; size, processing taught how to effectively
Identify input & output Output devices; capabilities, price. of connect a computer
devices; Storage devices; computers; system and the
Describe how a Peripheral devices Connect correctly input, computing devices should
computer system processing and output be taught equally to them
functions; devices;
Manipulate input and Power a computer (soft
output devices. and warm booting);
Transfer data/information
to peripheral devices;
transfer data/information
from Peripheral devices;
Enter information into
computer system;
Print a document

• Identify domains of • Monitoring and • Determine use of • Learners should visit

use of general control system; general purpose appropriate sites:
purpose and other • Simulation and applications in Shops Pharmacies,
modelling systems; commerce, industry, Banks/IT firms,
computing
• Batch and online science, education, Insurance
Utilization of General applications. arts and media
processing systems. Companies, …)
purpose and other • Exploit productivity (essay);
computing applications tools (e.g., word • Accomplish tasks via
processor; productivity tools
Desktop publisher) (spreadsheets, word
processors,
database,
presentation
software).
 7.2 TABLE OF MAIN COMPONENTS OF MODULE 2: SOFTWARE
Module 2: SOFTWARE
Duration of Period : 50
Class: Lower Sixth Theory: Practical:
minutes
Specific objectives: On completion of this module, students should have the opportunity to:
a) Demonstrate an understanding of software Requirements.
b) Differentiate between application and system software.
c) Know the different types of operating systems.
d) Understand the structure, functions, and philosophy of operating systems.
e) Understand scheduling, dispatch and deadlocks simulation computing.

Category of Examples of actions Core knowledge Skills Explanatory Notes

actions

Management of Explain the role of OS in Process • Describe how the file directory is The learners are
processes in a process management Sharing of processor: organised (single level, two level, supposed to know just
computer. Explain concepts in process Multi-tasking tree structure directories) the concepts
management Multi-programming • Determine ratings of file access
Describe scheduling Process creation methods
strategies used by the OS to and termination • Outline file attributes
manage processes. Concurrent • Outline OS operations on a file
processes; • Differentiate Sequential Access
Race condition; and direct access
Mutual exclusion; Compare file systems.
Deadlock;
Deadlock detection
and resolution
strategies
Context switching.
Scheduling
strategies:
Notion of burst time
pre-emptive
notion of quantum
time,
Round Robin
Priority
Shortest Remaining
Time Next.
non pre-emptive
First Come First
Served,
Shortest Job First,
Gantt chart
representation of
process scheduling.

Management • Describe how file are

of file by OS organised and stored in Emphasis should be
the computer made on the
• Determine ratings of file comparison of the
 access methods various file systems.
• Create and managing files That is FAT16, FAT32,
in the computer NTFS Commented [elyse ple2]: replace that is with :
Explain file system (eg Also for the GUI
FAT16, FAT32, NTFS, ext environment, the
in unix environment). interface or window
should be mentioned
to the learner.

7.3 TABLE OF MAIN COMPONENTS OF MODULE 3: COMPUTER NETWORK,

DATA COMMUNICATIONS AND SECURITY

Module 3: COMPUTER NETWORKS, DATA COMMUNICATIONS AND SECURITY

Class: Lower Sixth Theory: Practical: Duration of Period: 50 minutes

Specific objectives: On completion of this module, students should have the opportunity to:
a) Appreciate the need for data communication networks.
b) Identify the different equipment and components used.
c) Know all transmission modes, and media.
d) Describe the various network communications standards
e) Recognize the need for communication Protocols.
f) Understand modulation and multiplexing.
g) Explain the concepts of computer Networks and Topology.
h) Understand network implementation and security.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• recall types of network • Types of network • Choose appropriate Better ways or best route
(LAN, MAN, WAN) (LAN, MAN, WAN); type of network for a of connecting network
• Describe types of • Components of a given context; should be examined.
network connections network; • outline network
Compare physical
(point to point, • Network topology; software;
topology apart from Commented [elyse ple3]: compare physical topology with
multipoint, …) • Network operating • Compare, network
logical topology logical....
Exploration of computer • Explain features of system; topologies based on
network platform network operating Network architecture. characteristics like:
systems (multitasking, robustness, scalability
multi-user) …
• Describe network • Select suitable
architectures. physical and logical
topologies;
 Differentiate types of
network architectures.

• Explain how network • Network devices; • Select and connect the You should have an
devices function • Transmission hardware components open mind when
(MODEM, repeaters, mediums; of a network; cables, teaching this section as
switches, bridges, • network configuration; switch, router, modem; technology evolved
routers, and gateways • Mobile technology; • Compare transmission frequently.
… ); Network mediums based on
Explanation should be
• Describe transmission troubleshooting. characteristics (data
given how equipment
mediums (cables and rate, transmission
function individually as
wireless); distance, ease of
well as collectively
• Configure the installation …);
Setting up a computer
operating system for • Explain the difference Also insist on the
network
network; between wired and specification of
Explain how mobile wireless transmission; addresses, as well as
communication • Outline errors that may some errors that may
technology work. occur in a network; occurred.
• Set up a network;
• Configure an operating
system for networking;
Troubleshoot a
network.
• Explain data security; • data security, privacy • Explain concepts The importance of
• Describe safety and integrity; related to data security plagiarism should be
principles in protecting • Protect network, (privacy, integrity, …); mentioned to the learner.
data and network from computer and data • Explain how backup
Practical lessons should
malware; from viruses, spyware ensures data security;
be conducted at this
• Use antivirus to unauthorized access • Explain in a report
level to illustrate security
protect computer ... technique used to fight
measures to learners.
network from virus, • Data backup; plagiarism;
Trojan horse, worm ; • Firewall; • Apply safety principles
• describe different • Data encryption; in protecting data and
types of error • Malware; network from malware
detecting code (parity Plagiarism. (scan every incoming
bits, hamming codes, document/program
cyclic redundancy before opening or
Data security, privacy checks/check sum ); running, …);
and integrity • Explain measures • Scan a computer
used to protect system using an
computers and antivirus;
networks from • Set up a firewall and
intruders and natural web filtering using an
disaster (username antivirus;
and password, • Save data on cloud
firewall, data storage systems
encryption, backup, (Google drive, …).
…);
Recognize ownership
of digital information
and guard against
digital theft and
plagiarism.
• Describe different • Standards and • Produce a report The OSI model should
network standards, protocols; comparing the OSI be well elaborated
Networking standards and TCP reference
and protocols; • The OSI reference Ask learners to produce
and protocols. models;
Explain the OSI model; a report here to show the
 reference model. Internet protocols. Discuss internet other aspects of the
protocols (TCP, UDP, various protocols used in
IP, FTP …) (essay). the OSI model

• Describe the history of • history of the Internet; • Explain in a report Emphasis should be
the internet; • Notions of: Internet major events in the made known to the
• Explain the concepts Intranet and extranet; history of the internet; learners that everything
intranet, extranet and • Internet services; • Select suitable that is done or work
Internet; • Safety and security hardware and carried out online is
• Describe services risks in participating software needed for businesses
available on the online; access to internet
Internet (e-commerce, connectivity;
e-learning, e-banking • Access a website
…); using a browser;
• Exchange information • Select appropriate
using email; internet service for a
• Use search engines; given context;
• Doing business online; • Manage bookmarks
• Change privacy using a browser;
settings. • Send and receive e-
Using the Internet
mail;
• Apply for a job online;
• Apply for scholarship;
• ensure privacy;
• Search information on
the internet using a
search engine;
• assess online
information for
relevance, bias,
validity, reliability and
sufficiency;
Download from the
internet (images, files,
software, and drivers).

7.4 TABLE OF MAIN COMPONENTS OF MODULE 4: DATA STRUCTURES AND

ALGORITHMS

MODULE 4: DATA STRUCTURES AND ALGORITHMS

Specific objectives: On completion of this module, students should have the opportunity to:

a) Demonstrate how data is efficiently organized in a computer

b) Practice and expand their ability to analyze and solve problems using a computer.
c) Analyse more complex problems and the development of solutions using Algorithmic tools.
 Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Distinguish the various • Character; • Outline examples of a Specify the types of data
data types. • Integer; given data type; type.
• Real or float; • Calculate memory
• Boolean; allocated to each data
Simple data types
Representation of each type;
data type in a Declare variables using a
programming language. programming language
syntax.

• Describe forms of • Algorithm; • Model the solution to a State good

algorithms; • Forms of algorithm complex problem in a characteristics for a
• Describe (pseudocode, series of precise and good algorithm which is
Overview of Algorithms characteristics of a flowchart); finite set of steps; already in examples of
good algorithm; • Characteristics of a Distinguish good and actions
Write steps to solve a good algorithm. poor algorithms with
problem. respect to the spelled-
out characteristics.
• Break down a complex Design strategies: • Choose a design Each design strategy
problem into simpler • Top-down design; strategy to solve a should be well explained
solvable forms; • Bottom-up design; problem;
Build solution for a • Step-wise design; • Split complex problems
problem using the Modular design. into simpler problems
different modules of until they are easily
the problem. solvable;
• solve the simple
Algorithmic Design problems and combine
strategies
solutions to build the
complex solution;
• Split a problem into
different modules
which can run
independently;
Create an interface to
coordinate the different
modules.

7.5 TABLE OF MAIN COMPONENTS OF MODULE 5: PROGRAMMING

MODULE 5: PROGRAMMING

Class: Theory: Practical: Period:

Specific objectives: On completion of this module, students should have the opportunity to:

1. Demonstrate the ability to use different data types in computer programs;

2. Demonstrate the ability to use control structures and simple algorithms in computer
programs;
3. Describe fundamental programming concepts and constructs;
4. Plan and write simple programs using fundamental programming concepts;
5. Apply basic code maintenance techniques and conventions when writing programs.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Present programming • Programming; • Justify in writing the

as a tool to solve Program.. choice of a
problems using the programming
computer; language for a given
• Describe types of context;
programming • Differentiate between Programming
languages (low level Program and generations (G1, G2,
and high level algorithm; G3, …) should be
language); • Classify a given explained for the types
• Explain the programming of programming
Classification of advantages and language; language
programming disadvantages of Differentiate machine
languages. using various code and human
categories of understandable code.
programming
languages;
• Identify areas of
application of various
programming
languages;
Explain why some
programming
languages are
preferred to others.
• Identify the main
• syntax ;
elements of a • Describe the main
• semantics; Apply the concepts to a
program and give elements of a
examples; • Elements of a program program; programming language.
o Identifier, For example, in C-
• Practice how to • Outline examples of
o Variable/identifiers, programming
declare and use main elements of a
Syntax and semantics. o Constant,
various program program;
o Reserved word,
elements in a code; • Declare and use
o Character sets,
• Explain various various program
o Simple data types;
program structure; elements in a code;
• Scope of variables in a
• Explain the • Document a
program: local and global;
importance of programming process;
programming language;
documentation in • Write global and local
 programming; variables in a given
Explain the role of programing language;
subroutine in a • Declare a variable in a
program. chosen programming
language;
Write a subroutines.
• State elements of • I/O functions e.g. Pascal: • Explain the use of I/O Make emphasis on
standard program writeln; C: printf, scanf; functions; some standard codes
structure (Program Variables, expressions, and • Write simple programs like the Fibonacci
header or pre- assignment statements. e.g. compute areas, sequence
processor directives, list of statements ...;
Variable declaration, • Store and manipulate
Constant declaration, numbers and text in a
Program structure Body of the program, program using
Begin/end notations); variables,
• Assignment notation; expressions, and
• Improve on the assignment
structure of a statements;
standard program. • Use I/O functions e.g.
o Pascal: writeln;
C: printf, scanf.

7.6 TABLE OF MAIN COMPONENTS OF MODULE 6: SOFTWARE DEVELOPMENT

MODULE 6: SOFTWARE DEVELOPMENT

Class: Theory: Practical: Period:

Specific objectives: On completion of this module, students should have the opportunity to:

a) Be familiar with the fundamental concepts of software development.

b) Identify software requirements.
c) Appreciate the design processes in software development.
d) Understand verification and validation Process.
e) Apply Software Management.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Explain software • Software requirement • Outline activities in

requirement analysis; and specification; software requirement
Software requirement is
Illustrate requirements • Technical requirements; analysis (elicitation,
of specific software. validation, not a stage, so the
User requirement.
Developing Software Nature of software
specification and
requirements should be described
verification);
clearly when designing
• Write a requirement
requirement
specification
specifications. The word
document;
Nature is the whole idea
Compare technical and
 User requirement. behind for what a
software is to do.

Technical requirements
should be emphasis as
the elements needed to
develop software

• Identify stages in
• Identify components of software design
• Data types and data
a software to be (interface, architectural
structures design;
Design process in designed; and detailed design); Implementation
• Architectural design;
software • Explain design Produce design strategies were replaced
• Interface design;
elements; document. with specify design
• test data;
Specify design elements. This concept
Algorithm design; Commented [elyse ple4]: this concept should be well
elements. should be explained well explained

• Explain software • Describe methods to You are not supposed to

verification and test a software (code talk of data validation Commented [elyse ple5]: Replace "you" with " the teacher"
validation; review, static code and data verification
Explain testing analysis, unit testing, concepts as both do not
• Verification; have common
mechanisms of a …);
• Validation; characteristics but
developed software. • Apply testing methods;
• Testing methods: instead as a stage in the
Verification and Differentiate between
o Unit testing; designing of a software
validation Process testing methods.
o Integration testing;
o Smoke testing; Learners should be
o Regression testing ; described the various
Acceptance testing. testing strateties
practically which are the
methods applied for
testing

• Outsourcing; Emphasis should be

• Management activities: • Produce a report: made on the elaboration
o Proposal writing, o Software of the path taken to
o Project planning development realise a software
Management of software Explain project and scheduling, stages;
development process management o Project monitoring o software
activities. and reviews, outsourcing;
o Personnel software management
selection, activities;
Evaluation report writing
and Presentation.

7.7 TABLE OF MAIN COMPONENTS OF MODULE 7: COMPUTER SCIENCE

PROJECT

MODULE 7: COMPUTER SCIENCE PROJECT

Class: Theory: Practical: Period:

 Specific objectives: On completion of this module, students should have the opportunity
to:

a) Work in a team to integrate and apply the learning outcomes from the modules to the
later stages of a sustained project.
b) Develop a small computer related business from the point of starting-up to running it.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Study IT success
stories (Nji Collins,
Arthur Zang, Mark Success stories of
Zuckerberg, Bill prominent IT
• Identify businesses personalities should be
Gates, Steve Jobs,
related to basic • Business world presented to learners
Starting a business Jack Mah, )
skills • E-commerce like Bill Gates and the
• Study IT success
Explain customer rest. Learners should be
stories (Google,
needs asked to investigate
Apple, Amazon)
about the success
Detect community needs
stories of this prominent
that can be solved with
IT personalities
IT.

7.8 TABLE OF MAIN COMPONENTS OF MODULE 8: COMPUTER ORGANISATION

AND ARCHITECTURE

Module 8: COMPUTER ORGANIZATION AND ARCHITECTURE

Class: Lower Sixth Theory: Practical: Duration of Period: 50 minutes
Specific objectives: On completion of this module, students should have the opportunity to:
a) Demonstrate an awareness of the nature of the hardware involved in computer systems.
b) Appreciate the choice of a combination of particular types of peripheral devices, the operating system and
the processor.
c) Understand and analyze computer systems architecture.
d) Explain the structure and functioning of computer instruction set.
e) Describe the organization of different bus systems and their characteristics in a computer system.
f) Understand low-level parallelism and its implementation in a processor.
g) Know basic logic gates.
h) Carry out arithmetic operations with basic digital circuits.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Illustrate how devices • Polling • Difference between

interact. • Interrupt Interrupt and
Polling; Learners are supposed
Polling and Interrupts Detection of interrupt
Describe interrupt to know the clear
distinction between
detection strategy.
polling and interrupt

• Carry out arithmetic • Distinguish between Emphasis should be

operations the use of kibi and made on arithmetic
(Addition, kilo, mebi and operations
Subtraction, mega, gibi and giga,
SI unit used to represent
division, tebi and tera;
absolute values should
multiplication) in • represent binary
be highlighted
base 2, 8, 10 and numbers in one’s
16. and two’s
• Convert from one complement ;
• Number systems
base to another. • Convert an integer
• Data representation
Binary Arithmetic Represent numbers value from one
Sign magnitude, one's
using sign magnitude, number base
and two’s
one’s and two’s representation to
complement.
complement. another;
• Perform binary
addition and
subtraction;
Describe practical
applications of
Binary Coded
Decimal (BCD) and
Hexadecimal.
• Explain • Logic gates; • Differentiate Learners should know
combinational and • Boolean expression; between that inputs used for
sequential circuits; • Boolean Algebra; combinational Logic gates ranges from
Logic gates and Boolean
• Identify logic • Truth tables; circuits and 1, 2 till 3
arithmetic
components; Logic circuits sequential circuits. Teachers should be
• Simplify Boolean • Sketch the NOT, able to build AND, OR,
expressions. AND, OR, NAND, and NOT gates using
 • Build logic circuits NOR logic gates; the universal gates like
Implement other • Construct the truth NAND and NOR gates
logic gates using tables for AND, OR,
universal logic gates NAND, NOR gates;
(NAND and NOR) • Construct a logic Emphasis should be
circuit from a logic made on sequential
expression or a truth circuit which amplifies
table; and combinational
• Construct a truth circuit which does not
table from a problem amplify
statement, a logic
expression or a logic
circuit;
• Derive a logic
expression table
from a problem
statement, a truth
table or a logic
circuit;
Implement logic
gates using
universal logic gates
(NAND, NOR)

7.9 TABLE OF MAIN COMPONENTS OF MODULE 9: INFORMATION SYSTEMS

Module 9: INFORMATION SYSTEMS

Class: Lower Sixth Theory: Practical: Duration of Period: 50 minutes

Specific objectives: On completion of this module, students should have the opportunity to:
a) Demonstrate knowledge and understanding of main aspects of Information Systems.
b) Demonstrate an understanding of the components of an information system and the links between
them.
c) Introducing data flow diagrams and their use in the description of an information system.
d) Understand the need for designing user interfaces, and becoming familiar with design principles.
 Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Identify the • System • Describe the

components of an • Information system components of an
Information system information system Exploring information
• Data
systems means a detail
• Describe the roles of • Information • Describe the different
analysis of this
each component in Data capture types of IS
important concept.
an IS • Explain the purpose
• Classify data capture of IS in and Learners should carry
methods organisation out research on
Identify application • Define a problem in information systems and
areas for information your community for put it in writings in a
systems which an IS can be form of an essay for
developed (Project) presentation in class
Discuss (essay) the
need for an IS in an The list for information
organization. system is not
Exploring Information exhaustive, so teachers
Systems should talk of other
types.

Setting up an IS in an
institution like a school
should be specific.
Learners could be
asked to put in place an
IS for a school library
only, or for processing
marks. It should just be
an aspect and not a
complete IS for the
whole school. Teachers
should download
“ARCMAP”

7.10 TABLE OF MAIN COMPONENTS OF MODULE 10: DATABASE SYSTEMS

MODULE 10: DATABASE SYSTEMS
Class: Theory: Practical Duration of Period:

Specific objectives: On completion of this module, students should have the opportunity to:
a) Describe the nature and purpose of database models and how they are used;
b) Describe the functions of the tools readily available in database packages;
c) Appreciate the advantages of relational database systems over traditional file systems;
d) Understand how a relational database is designed, created, used, and maintained;
e) Describe the components of a database management system;
f) Describe the different types of database organizations;
g) Distinguish between shared and distributed databases;
h) Describe some ways databases are used on the Web.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Explain relational • Describe the

database concepts; significance of each
• Relational database; The concept of
• Identify links between relational database
• Entity, field (attribute), relational database
related tables; concept;
key field (primary key), should be well explained
Use appropriate data • Organize data into
secondary key, record
types in relational related tables;
(tuple), foreign key.
tables – text, numeric, Select the appropriate
date, Boolean and data type for each field.
memo.
RDBMS relationships: • Determine
Understanding • Explain relational various
• One-to-one;
Relational database database relationships
management systems • One-many;
relationships between tables
• Many-many;
or entities;

• Define and • Set up joins between Relational database

implement joints; • Inner joins and Outer tables in a RDBMS; concept should be well
• Explain constraints joins; • Enforce constraints illustrated in the
and constraints • Notion of constraints using features of your computer laboratory
enforcement; and constraints RDBMS and SQL; using SQL.
• Distinguish between enforcement; • Work with
Referential integrity Referential integrity Vs modification
and check check constraints. anomalies on a
constraints; database.
7.11 TABLE OF MAIN COMPONENTS OF MODULE 11: SOFTWARE
DEVELOPMENT II

MODULE 11:

Class: Theory: Practical: Period:

Specific objectives:
On completion of this module, students should have the opportunity to:
a) Use a variety of problem-solving strategies to solve different types of problems
independently and as part of a team;
b) Develop Algorithmic thinking skills, and Design algorithms according to specifications;
c) Design software solutions to meet a variety of challenges;
d) Apply a software development life-cycle model to a software development project.
e) Show understanding of how testing can expose possible errors (syntax
errors, logic errors and run-time errors) and error detection in the development of a system.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Explain the
concept of
• Solve a given problem algorithm; This module is
in well-defined steps; supposed to be taught
• Enumerate
• Demonstrate mastery in a way that learners
examples of
in solving a problem by carry out projects.
problems solved by
solving its constituent • Algorithm. divide conquer;
parts; • Algorithms Development • Write simple
• Explain models used in Techniques algorithms;
Problem-solving
solving computing (Divide and Conquer or • Describe
strategies
problems (divide and Stepwise refinement, approaches to
conquer, stepwise Incremental, design algorithms
refinement, Parallelism). (top-down and
incremental, …); bottom-up design);
• Use models to solve a • Resolve a problem
problem. using problem
solving models.

• Use a programming • Transform an algorithm The use of IDE implies

• Features found in a translate, test and run
language; into a program;.
typical Integrated
• Use an IDE; • Write a program;
Development
• Expose faults in • Translate, test, run a
Environment (IDE);
programs and ways of high-level language
Designing software • IDE;
avoiding faults; using an IDE;
solutions • Modify functioning of
Describe features • Identify features of an
existing codes to sort or
found in a typical IDE;
search variables in
Integrated • Write programming
arrays.
Development codes using a given
Environment (IDE): compiler ;
(Coding, including • Identify errors in a
context-sensitive program;
prompts, initial error • Correct errors in a
detection, including program;
dynamic syntax • Write codes with
checks). correct syntax.;
Write programs
using arrays.