REPUBLIC OF CAMEROON

PEACE – WORK – FATHERLAND

_______________
MINISTRY OF SECONDARY EDUCATION
INSPECTORATE GENERAL OF EDUCATION
INSPECTORATE OF PEDAGOGY IN CHARGE OF THE TEACHING OF COMPUTER SCIENCE

High School Teaching Syllabus

for

Information and Communication Technology (ICT)

August 2020

Observe the environment and choose better study options for a fulfilling life
 TABLE OF CONTENT

I. INTRODUCTION2
II. HIGH SCHOOL LEARNER PROFILE2
III. LEARNING DOMAIN AND CORRESPONDING DISCIPLINES3
IV. THE PLACE OF ICT IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREAS3
V. CONTRIBUTION OF THE ICT SYLLABUS TO LIFE SITUATIONS4
VI. FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS5
VII. COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS5
VIII. PRESENTATION OF THE MODULES6
MODULE 1: COMPUTING SYSTEMS AND COMPONENTS7
TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTING SYSTEMS AND COMPONENTS8
MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY13
TABLE OF MAIN COMPONENTS OF MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY14
MODULE 3: BUILDING ICT SYSTEMS19
TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS20
MODULE 4: COMMUNICATION, RESOURCE SHARING IN IT AND INFORMATION SECURITY26
TABLE OF MAIN COMPONENTS OF MODULE 4: COMMUNICATION, RESOURCE SHARING AND INFORMATION SECURITY27
MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD32
TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD33

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 I. INTRODUCTION
Information and Communication Technology (ICT) is the driving force in technological development. Its role in boosting
economies of nations, industrial productivity, socio-cultural integration, development of professions, education and research,
medicine, politics, communication, private households, and entertainment etc., has been enormous and popularized. There is therefore
the need, to guide the Cameroonian youth into developing competencies in this domain thereby providing solutions to real life
challenges. Such competencies developed at this level are to build a solid foundation for learners who would like to continue with this
domain of study or other related disciplines to the university, those who would like to kickstart their employment activities after High
School, and those who would just require digital literacy for solving commonly encountered personal problems.

This syllabus is designed to mould learners into acquiring or developing a range of ICT skills in the context of a sound
understanding of the technical foundation of current computer systems and to promote the knowledge and use of a wide range of
current computer applications, particularly from the point of view of their design and implementation. It highlights issues related to
societal implications of the use of ICTs. It extends to the design of simple software and basic digital circuits, thus equipping the
learner with preliminary skills in Information System Design. The emphasis is on fundamental principles that underlie ICTs rather
than on the current state of the art, so that the knowledge acquired remains relevant even after significant technological evolution.

Prerequisites to taking this ICT course are given in the General Certificate of Education Examination syllabus and restated in
the Teachers Guide that accompanies this teaching syllabus. The concepts used for the column headings to elaboratethe modules in
this syllabus are contextual and non-standard, and so describing them are significant and required for the common understanding of its
users. In this regard, subject to expected future revisions, the explanations in the accompanying Teachers Guide for this teaching
syllabus is an authoritative source for the correct interpretation and application of the modules in this document.

II. HIGH SCHOOL LEAVER PROFILE

Mindful of the fact that society is fast developing with rapid changes in knowledge, it is but pivotal to study the fundamental
basis of how such knowledge is produced, acquired and used in this information age. Learners in high school therefore need to have a
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fundamental understanding of the role of ICT in the acquisition and use of this evolving knowledge in various fields such as
entertainment, education, utility, communication and solving problems requiring digital solutions.

The high school ICT leaver profile is summarized in the following components:

• Demonstrate understanding and choice of career paths that lead to IT and computer-focused employment including computer
management, programming, IT services, and systems development.
• Exhibit proof of a thoroughly trained citizenry and a better equipped workforce for an emergent knowledge society.
• Acquire and show essential preparedness for or exemptions from requirements in higher studies in ICT and related disciplines;
• Understand and apply pre-requisite knowledge for and exemptions from computing-related requirements in vocational and
tertiary educational programmes.
• Make informed decisions on when and where to use ICT and should also be aware of the implications of the use of ICTs in the
home, at the job site, and in society at large.

III. LEARNING DOMAIN AND CORRESPONDING DISCIPLINES

Though ICT is a subject, it is in a wider perspective seen as a tool that would enable and facilitate the comprehension of all the
subjects across the curriculum. Consequently, the subject is open to the Arts, Humanities and the Sciences.

IV. THE PLACE OF ICT IN THE CURRICULUM AND ITS CONTRIBUTION TO

THE LEARNING AREAS
The teaching of high school Information and Communication Technology (ICT) builds in the learner, analytical and critical
thinking skills which are needed in other learning areas or domains of life. Also, the learner’s ability to seamlessly manipulate
Information and Communication Technology tools will facilitate research and access to a wealth of information.

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 ICT support, enhance, and optimize the delivery of information as well as enhance relationships between teachers and learners,
improve on learning and teaching across all school subjects, and also enable teachers to efficiently do pedagogic and administrative
tasks.

V. CONTRIBUTION OF THE ICT SYLLABUS TO LIFE SITUATIONS

The syllabus contributes to several life situations as shown in the table below.

Table 1: Summary of contribution of the ICT syllabus to Life Situation

LIFE SITUATION CONTRIBUTION

Study and appraise business correspondence
Prepare home budgets
Manage domestic chows
Social and family life
Manipulate electronic devices
Communicate and disseminate information
Propose technologies for home use
Develop and manage business databases
Make rational use and management of resources and services
Research and employment
Business Decision making
Project planning implementation and evaluation
Digital services
Entrepreneurship
Protect nature
Develop and manage databases of sites
Environment, Health, and well-being Practice e-healthcare including telemedicine
Take actions and act wisely to protect and harness the
environment
Use the computer resources purposefully
Citizenship Manage privacy and intellectual property
Protect public utilities
Facilitate communication through multimedia resources
Media and communication Manage multimedia resources
Manipulate communication devices

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 VI. FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS
The successful acquisition and use of a computing or ICT system may go through 5 stages. These stages have been coined here,
into 5 modules. The paradigm behind the development of each of the five modules is as follows:

1. Understanding what a computer system looks like and how it works (Module 1)
2. Identifying what it can be used for and how its existence affects the user and the environment(Module 2)
3. Building the computing environment and configuring it to solve various problems (Module 3)
4. Linking or interconnecting multiple computing environments for the purpose of sharing resources (Module 4)
5. Solving real life problems using already built computing environments (Module 5)

A successful navigation through the 5 modules adequately prepares the learner to demonstrate competencies in solving most real life
situations that can be handled with the use of ICTs. Thus, the first three (03) modules are taught in Lower Sixth (First Year) and the
last two (02) in Upper Sixth (Second Year).

VII. COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR

EACH CLASS
Table 2: Modules for each Class

DURATION
CLASS MODULES
(H)
Module 1: Computing Systems and Components 76
LOWER SIXTH
Module II: Impacting society with digital technology 80
Module III: Building ICT systems 116
UPPER SIXTH Module IV: Communication, resource sharing in IT and Information Security 77
Module V: Practical problem solving in the digital world 77

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The total learning time for all the modules on the High School ICT syllabus within two years is 426 periods with about 272 periods for
use in the First Year and 154 periods for the Second Year. A period has a duration of 50 to 60 minutes as may be scheduled on the
timetable. The total time spent in each module, depends on the content and nature of lessons in that module. However, an average of 8
periods is attributed to the teaching of ICT per week in which 6 periods are for theory and 2 periods for practical tasks in the lab.

VIII. PRESENTATION OF THE MODULES

The contents of each module are arranged in a table having three leading columns and eight sub-headings. This structure
is intended to give teachers an orientation of how to exploit the entries and subsequently prepare lessons. The terminologies used here
are contextual and warrants definition and clarification.

I. CONTEXTUAL FRAMEWORK: This gives a global picture of the life situation from which lesson inspirations are drawn. This
leading column is further broken down into two sub-headings:

• Family of Real-life situation: This presents an umbrella statement that groups related real life situations.
• Examples of Real-life situations: This column situates the lesson by bringing examples of life situations. This can be an
activity within a task. It is expected that the teacher can use this type of example to coin a life situation for a 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 leading column is subdivided into two sub-headings:

• Categories of Actions: These group the examples of related actions learners are expected to be able to carry out in the course
of the lesson facilitated by the teacher. This may serve as the topics from where lessons are derived.
• Examples of Actions: These refer to the actions or activities the learners are expected to do with or without the teacher
successfully and efficiently during the lesson as indicators of having built specific abilities in the course of the lesson. These
may serve as lessons.

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III. RESOURCES: These refer to both the cognitive and material requirements to ensure a successful lesson. This leading column is
further broken down into five sub-headings:

• Core knowledge: These are terminologies or concepts that learners have to define and comprehend for the lesson to be
effective.
• Skills: These are indicators of competencies/skills that the learner should demonstrate in class/team during lesson or out of
class as the context may demand.
• Attitudes: These are the behavioural responses as learner builds and demonstrate competence during and after the lesson. It is
inherent in the learner for performance in the learning process.
• Other Resources: These are material resources to be used by the teacher or learner which are required to facilitate the
teaching/learning process.
• Duration: This is the expected time interval of a lesson within which teaching/learning is supposed to take place.

MODULE 1: COMPUTING SYSTEMS AND COMPONENTS

Duration: 76 hours

PRESENTATION OF THE MODULE

This module introduces learners to what a computing environment looks like, and prepares them to demonstrate competency in
identifying, selecting and installing preferable hardware and software components of a computer system, while implementing
solutions to problems encountered in the course of working with them.

CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT

This module enables the learner to understand what the computing system looks like and how it works for the learner to be productive
in the economic, Social and Family, and Media and communication life domains.

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CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module is expected to lead the learner to explore and identify components of computer networks and functions of operating
systems. The learner would also develop a wide range of competencies that would lead to:

• Articulate an understanding of operating system and network technologies;

• Evaluate relative importance of operating system and network technologies;
• Exploit operating systems, networks, and system tools.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

This module would enable the learner to:

• Describe computing trends;
• Choose a computer based on processor;
• Design the workplace to reduce health related hazards;
• Choose an operating system;
• Work with files and folders;
• Select and use computer network resources;
• Facilitate sharing of knowledge and other resources;
• Uphold ethical and responsible attitudes when using computers.

TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTING SYSTEMS AND COMPONENTS

Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duration
life situations actions resources
situations
Exploring • Buying a Description of • Identify generations of • Vacuum Tubes; • Compare characteristics: Team spirit Computer 4H
Computer computer computing trends computers; • Transistors; size, processing capabilities, laboratory
Systems • Describe main technology • Integrated; price …. of different Communicative
• Assembling a for each period; • Circuits; generations; Online
computer • Explain stored program • Artificial intelligence • Differentiate technologies Creative resources(
concept. used in different generations Photographs
• Cleaning a of computers; Ethical and videos
computer Categorization of • Identify types of computer; • Choose appropriate reasoning of computer 3H
computers • Describe types of computer computer suited for a given types)
• Buying (Supercomputer, situation; Prudence
software mainframe, minicomputer, • Compare types of Human

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duration
life situations actions resources
situations
and microcomputer). computers (super, Self-discipline resources
• Choosing mainframe, mini, micro)
software based on size, power, cost, Passion for Links:
purpose, … technology YouTube
• Choosing Categorization of • Classify peripheral • Input; • Choose appropriate device Google 10H
hardware components devices; • Output; for a given situation (MICR,
• State performance; • Storage; OCR, OMR, Barcode Accurate and
• Using a characteristics of storage • Primary storage; Reader …); rapid writing Sample
computing devices; • Secondary • State characteristics hardware
interface • Describe functioning of storage; (volatility, storage capacity, Vigilant devices
data capture devices access speed); charts
• troubleshooting (MICR, OCR, OMR, • Compare memory types observant
barcode Reader); (access speed, cost, storage
• Describe memory types capacity);
(RAM, ROM, Cache, • State characteristics
registers) and their (storage capacity, access
function; speed)
• Describe storage types • Compare storage types
(USB key, HDD, CD DVD) (access speed, cost, storage
and their functions; capacity);
• Illustrate with a diagram • differentiate technology
storage hierarchy based characteristics in optical
on speed and size; readers (CD-R, DVD-R, CD-
• Describe the types of RAM RW, DVD-RW);
(SIMM, DIMM). • choose the type of RAM for
a given computer;
• Replace, add the RAM of a
microcomputer.
Functioning of the • Explain the machine • Fetch-decode- • Contrast polling and 2H
processor instruction cycle (Fetch- execute-store; interrupt.
decode-execute-store); • Polling; • Explain polling in the case of
• Explain how interrupts are • Interrupt; printing;
generated. • Explain generation of
interrupts (faults, keyboard,
new device).
Choosing a • Explain processor • CISC; • Compare RISC and CISC 2H
computer based architectures (CISC and • RISC; based on characteristics like
on processor RISC); • Parallel computing; RAM usage, cache usage,
• Describe Flynn’s • Distributed type of instruction;
architectures (SIMD, SISD, computing. • Choose appropriate
MISD, MIMD); processor for a given task or
situation;
• Differentiate between • Evaluate techniques used to
parallel and distributed boost processing power
computing. (parallel computing and
distributed computing).

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duration
life situations actions resources
situations

• Conversion of • State relations between • Bits, bytes, • Convert between units of 3H

measuring units storage units; Terabyte …; storage;
• Convert between units; • Hertz, Kilohertz • Convert between units of
• Convert from one SI unit of Gigahertz …; CPU speed;
time (Second, millisecond, • Convert between units of
picosecond, nanosecond, time;
microsecond) to another.
categorization of • Explain system software; • System software; • Identify a software or its type 8H
software • Explain application • Application when given its features or
software; software; purpose;
• Explain differences • Bespoke; • Choose appropriate
between custom made and • Operating system; software for a given task or
general purpose software; • Utility software; situation;
• Distinguish between demo • Compare categories of
• Device drivers;
ware, shareware and software (open vs.
• Open source; proprietary, shareware vs.
freeware with examples; • Proprietary freeware, system vs.
• Establish with examples, software; application, custom made
the difference between vs. general purpose);
open source and
• Install correctly the windows
proprietary software;
or Linux operating system;
• Install correctly device
drivers, utility programs, and
application software.
Choosing an • Recall history and • Operating System • Explain in a report the 5H
operating system evolution of operating evolution of operating
systems; systems;
• Describe types of • Choose an appropriate
operating system (Single operating system when
user OS, Batch OS, On- given a task to accomplish,
line OS, multiuser OS, device to use on, number of
NOS, multitasking OS, simultaneous users, ...
Real-time OS,…);
• Differentiate between
multitasking and
multiprogramming.
Functioning of an • Describe functions of an • process • Explain how the operating 4H
operating system operating system; management, system manages processes;
• Distinguish between pre- • Memory; • Explain how the operating
emptive and non-pre- management, system manages memory;
emptive scheduling; • Device • Propose a scheduling
• Describe scheduling management; algorithm for a given
algorithms (FCFS, SJF, • File management situation.
SRT, round robin). • Pre-emptive, non-
pre-emptive
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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duration
life situations actions resources
situations
scheduling.
Choosing a user • Identify OS interfaces • Determine the appropriate 2H
interface (GUI, CLI, WIMP) ; user interface for a given
• Explain strengths and user or given situation;
weaknesses of each • Identify the different user
interface; interfaces used in a given
• Select the desired operating system.
interface for use.
Exploring user • Launch a command line • Display the command line 8H
interface interface (MS-DOS or interface;
LINUX); • Access the HELP facility of a
• Identify some command command line interface;
line environments; • Use commands to create
• Determine the appropriate and manage files and
command for a given task; folders;
• Set up OS to avoid • Format a storage device
unauthorized access. using command line;
• Create a batch file;
• Create user accounts and
passwords.

Working with files • Identify commonly used file File, folder, file • identify objects stored in a 8H
and folders formats; format; Document given file format;
• Explain notions of file transmission; • list file extensions in a folder;
organization ; Hypermedia; • Identify applications used in
• Explain file compression WinZip; WinRAR; handling a given file;
methods; Lossy compression; • Display storage hierarchy
• Identify different file lossless and file paths;
systems (Binary, Graphic( compression; • Select file compression
i.e. bit-mapped, and FAT, NTFS. software;
Vector; Sound; Video; • Install compression
• Explain advantages of software;
compressing a file; • Calculate the file
compression ratio;
• Compress a file of at least
5MB and determine its
compression ratio.

Detecting • Identify software and • Error codes; • Recognise error codes 6H

common problems hardware faults in a • Blue screen; Beeps;
with hardware and computer system; • screen flickering; • Connect computing devices
software • Beeps. correctly;
• Propose techniques to
curb software/hardware • Use the defrag functionality;
failures. • Demonstrate awareness of
good practices (regular

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duration
life situations actions resources
situations
cleaning, blowing, use of
dust covers, etc.)
Selecting • Identify different category Assistive technology. • Suggest appropriate 3H
hardware/software of computer users and assistive technology for a
for different their impairments (visual, given impairment.
category of users physical, …);
• describe assistive
technologies (braille
keyboard and audio
devices, ASR,);
Designing the • Explain computer related • Determine wrong posture 5H
workplace to health hazards and their • Ergonomics; and wrong equipment
reduce health causes; • Musculoskeletal positioning;
related hazards • Explain practices used to disorders; • Illustrate right posture and
prevent computer • Eye strain. right equipment positioning
generated health hazards. to avoid health hazards.
Researching on • Identifying companies and • Leasing; • Establish in a report the 3H
information their products; • Timesharing; comparative advantages
system vendors • Identify manufacturers of • ISP. and disadvantages
and hardware computing products, hardware/software vendors
vendors computer dealers and and their products (Apple,
distributors; Microsoft, Google)..
• Identify manufacturers of
software packages.

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MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY
Duration: 80 hours

PRESENTATION OF THE MODULE

This module leads the learner into finding out the positive and negative changes which the use of computers has brought or will bring
into society while proposing instruments for promoting its positive use and preventing negative use. It also looks at how computers
and Information Systems can be used to solve real-life problems that need ICT solutions. Learners here are prepared to demonstrate
competency in using some common Information Systems, identifying and proposing digital solutions to a variety of real-life problems,
and also to cause positive change in society through the use of ICTs while preventing negative change.

This module has as goals to encourage the learner to:

• Discuss types of productivity tools (Word processor, Spreadsheet, Presentation slides/graphics, etc.);
• Use advanced functions of productivity tools;
• Identify characteristics of an algorithm;
• Exploit software development tools to implement simple algorithms.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND CURRICULAR GOALS

This module would enable learners to be productive in order to exercise societal roles in business, social and family life, and above all
in media and communication world.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

This module would lead the learner to carry out word processing, manage spreadsheets, presentation slides/graphics and make of other
productivity tools. These competencies would be employed by the learner to facilitate knowledge and skills acquisition in other
disciplines in the domain of science and technology:

• Select and exploit application package that is suitable for a given task;
• Facilitate sharing of knowledge and other resources;

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 • Evaluate relative importance of each application package.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to become autonomous with the computer. In this regard, the learner should be able to
identify and select appropriate productivity tools with respect to the task at hand and uphold ethical and responsible attitudes

TABLE OF MAIN COMPONENTS OF MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY

Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
• Choosing a Description of • Describe a system • Natural • Categorise systems in their Team spirit Computer 4H
system systems • Distinguish between natural Systems; environment (manual, laboratory
and artificial systems • Artificial automatic, …) Communicative
• Making • Differentiate between manual systems; • Propose limitations on an Online
informed and automatic (email, e- • System identified manual system. Creative resources(
decisions learning, …) systems diagrams; • Identify existing digital Photographs
• Model a system using a data • Data flow replacements of a given manual Ethical and videos
flow diagram. diagrams; system. reasoning of computer
• Using an • Automated • produce a dataflow diagram for types)
information system. a given system Prudence
Determining systems in Human
the range an Mobilising • Define an information system • Information • State the roles of: people, Self-discipline resources 7H
and scope organization resources to • Describe types of information system procedures, technology and
of computer : school, establish an data in an information system. Passion for Links:
system (MIS, DSS, EIS, TPS
applications banks, information technology YouTube
GIS, HIS, LIS) • Illustrate the hierarchical
business … system Google
• State the components (people, structure of an organisation
procedures, technology and • Establish the necessity for
Accurate and
data) of an information system information systems as used in
• Proposing rapid writing Sample
• Establish the hierarchical a library, hospital, company,
hardware
digital structure of an organisation school
solutions to Vigilant devices
• Describe the role of each of the • Assemble resources for an charts
variety of levels in the hierarchical effective information system in
real life observant
structure of an organisation a library, hospital, company,
problems school;
• Identify factors affecting the
success/failure of an IS • Compare TPS, MIS, DSS, EIS
based on characteristics like
• managing purpose, users, inputs, etc.
tasks that • Select a suitable information
are risky for system for a given context.
humans
Describing • State examples of general and • Stock control; • Suggest an example of a data 3H
general and commercial data processing • Order processing system for a given
• Home commercial data systems (stock control, order processing; organisation (school, shop,
applications processing processing, etc.) • MIS; bank, etc.) or situation.
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 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
of computer systems • Explain how general data • Assess the level of automation
technology. processing works and technological tools as used
• Explain how commercial data in data processing activities of
• Illegal use processing works an organisation (school, shop,
of computer • Give an appraisal of the bank, etc.).
systems functioning of data • Choose existing application
processing systems in a real packages that can be tailored to
• Unethical life organisation. help in data processing such as
use of spreadsheets
computer Describing • Describe the application of • Simulation; • Illustrate with examples 3H
systems systems for computer systems in sciences • Modelling; industrial, technical and
solving industrial, and industries (weather • CAD; scientific uses of computer
• Practices technical and forecasting, CAD and CAM, • CAM; systems;
that put a scientific image processing, industrial • Evaluate the level of:
computer problems. inspection systems, simulation automation and technological
system at and modelling) tools used in a manufacturing
risk • Describe how industrial, or scientific organisation in the
technical, and scientific learner’s environment.
systems work;
• (Not logging • Visit institutions using
out after systems for solving
using a industrial, technical or
computer scientific problems, and
system, appraise their functioning.
Opening an Exploring • State examples of automation, • Automation • Determine a real life application 8H
email from automation, control systems, monitoring and • Monitoring and of control systems, automated
an untrusted control systems, control systems(patient Control systems and monitoring
source, …) monitoring monitoring systems, chemical systems. systems.
systems process control, traffic control); • Install and configure a control
embedded • , Embedded systems and system
• Impact of systems and robotic systems; • Install and configure a
malware running robots for • Explain how monitoring monitoring system
different tasks. systems work; • Compare the functioning of
• Explain how control systems automated, control and
• Protection work; monitoring systems.
of computer • Explain how automated
systems systems (domestic equipment,
(Prevention automatic navigation systems ).
of malware, work.
prevention Producing arts • Describe the applications of • Media; • Explain how computer systems 8H
of computer and media with computers in arts and media • Multimedia; are used in: music production,
attacks, …) computer systems (music, graphic design and desktop publishing …);
animation for television and • Create beats using music
film, production of newspapers); production software;
• Exploit computer systems for • Edit songs using music
art and media production software;

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 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
• Produce photographs;
• Edit images;
• produce and edit motion
pictures(or movies) ;
• design a magazine using
publication software.
• Responsible use • State positive and negative • Ethics; • Explain in a report unethical 6H
of computer uses of computer systems; • Legislation; acts with focus on those
systems • Explain social effects of • BCS; punishable by Cameroon law;
computer systems; • IEEE ; • Explain in a report the
• Explain economic effects of • ACM; importance of International
computer systems; • Digital divide; Acts;
• Explain legislation, code of • Determine the effects of global
ethics and moral obligation of communication on the concept
computer users; of citizenship, cultural issues
• Explain the effects of ICTs on and digital divide;
communication, citizenship and • Establish how digital divide can
cultures; be reduced in the community.
• Explain how ICT can be
responsibly used to influence
communication and cultures;
• Demonstrate knowledge of
international Acts and
Standards.
• Demonstrate knowledge of
current data protection and
copyright acts
Protecting • Explain security, reliability and • Computer • Explain the necessity of data 10H
computer systems resilience of systems and crime; handling;
from natural consequences of system • Copyright; • establish the necessity of
threats and failure; • Plagiarism; securing computer systems;
computer crimes • Describe data handling; • Computer • Classify computer crimes into
• Describe measures to protect related crime; computer related and computer
systems from illegal access and • Computer assisted;
use (backup, use of passwords, assisted • Illustrate with examples how
security codes, encryption, crimes. safe working practices can help
biometrics physical security); protect a computer system;
• State the importance of • Identify types of computer
recovery in the event of system crimes in the learner’s
failure; environment;
• Explain the importance of • Associate computer crimes to
privacy, and safe working specific measures in
practices; combatting them.
• Describe types of computer
crimes with examples;
• Explain measures to combat
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 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
computer crime;
Protecting • Describe different types of • Malware; • Compare the different types of 7H
computer malware (virus, worm, Trojan • Antivirus; malware (virus, worm, Trojan
systems from horse, rootkit); • Firewalls horse, rootkit, backdoor,
malware • Describe techniques and spyware, …);
practices used to fight against • Explain good practices (open
malware; only email attachments from
trusted source, scan email
attachments, download from
trusted websites ...) to protect
against malware;
• scan a computer system using
an antivirus;
• block untrusted websites using
a firewall;
• set up protection against
unauthorised access using a
firewall.
• Applying • Explain Artificial intelligence • Neural • Explain how AI is used in: 5H
Artificial (AI); networks; Health,
Intelligence (AI) • Establish difference between • Patten banking,
to improve on human brain and computers; recognition; manufacturing, …
Artificial
working and • Describe how AI is used in • Natural
intelligence
living standards specific areas of life. language
in
simulating analysis;
real • CYC;
systems. • COG.
Employing robots • Describe a robot; • Robotics • Illustrate with examples 4H
for personal, • Explain how robots are used in situations that may need the
• Working business and manufacturing, health, home, use of robots;
with artificial industrial … • Write an essay on advantages
intelligence purposes • Describe advantages and and disadvantages of robots;
Using limitations of robots;
Simulation •
and • Using • Explain simulation; • Games • Determine simulations in the 8H
Multimodal simulation Demonstrating • Establish advantages and • Videos learner’s environment or in a
systems systems use of limitations of simulation; • Head mounted given situation;
(virtual simulations, VR, • Explain how Virtual reality (VR) display, • Design simulation in the
reality, AR in different works; • VRML, learner’s environment using
Augmented areas of life • Describe the role of VR in technology i.e. represent it in a
reality, …), different areas of life; computer system;
• Explain how Augmented Reality • Compare AR and VR systems.
(AR) Works;
• Using • Describe the role of AR in
multimodal different areas of life;
systems • differentiate between AR and
Page 17 of 42
 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
VR.
• Describe the application of VR
• Using and AR in the field of education,
multimedia entertainment, military, and
authoring medicine.
tools Demonstrating the • Explain how multimedia • Multimedia; • Differentiate between 5H
use of multimedia systems work; • Multimedia multimedia and non-multimedia
systems for • State features of multimedia authoring tool; content;.
presentation and authoring tools; • Produce a video using pictures,
entertainment • Use multimedia authoring tools audio and text;
(photo story, Camtasia,
Animate, …) to produce
multimedia content.
Identifying • Describe multimodal systems; • Multimodal • Identify the use of multimodal 2H
multimodal • Give examples of multimodal systems systems in a given computer
systems systems (Multimedia, system.
Augmented reality[AR], Virtual
reality[VR])

Page 18 of 42
MODULE 3: BUILDING ICT SYSTEMS
Duration: 116 hours

PRESENTATION OF THE MODULE

This module would lead the learner to:

• Identify and explore underlying concepts in building computer systems;

• Develop competencies in building information systems, computer applications and other digital contents;
• Develop an understanding in the building of basic digital electronic circuits;
• Develop an understanding in the programming of low-level languages.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module would permit the learner to write programs and build IS that solve issues related to
society, business and other areas of life that need digital solutions.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to identify and explore underlying concepts in building computer systems. The learner will
develop competencies in building information systems and other digital contents. They also develop an understanding in the building
of basic digital electronic circuits which facilitate the understanding of low level programming. Among other aspects, the learner will:

• Use the SDLC and other models to build IS

• Work with Relational Databases such as Access, Open Base, MySQL
• Use UML in designing an IS
• Use Entity Relationship Diagrams to design relational databases and information systems
• Carry out normalization and write SQL codes

Page 19 of 42
 • Design software using different approaches
• Use algorithms for writing efficient programs
• Use both High level and low level languages
• Write programs to solve different user needs
• Identify and work with logic gates, truth tables and Boolean expressions

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to be able to build some IS and confidently use the computer system, while being able
to identify where a problem occurred in the system if any. Such confidence exhibited would be due to their knowledge acquired in
building ICT systems.

TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS

Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

Building Describing IS • Describe stages in • System • Identify activities involved Didactic 3H

information System Development Development Life at each stage of a SDLC; material Charts on
systems using Life Cycle (SDLC) ; Cycle (SDLC); • Compare SDLC models; Team spirit different models
standard models: • Describe different • SDLC Models • Propose suitable change Honesty and .
system development over strategy for a given diligence Link
models (waterfall, context. Accountability Google
Prototyping, Communicative YouTube
Boehm’s Spiral etc.).; Algorithmic
• Explain the different thinking
Developing changeover strategies A desire to
Information (direct, parallel, pilot automate
systems and phase). Creative

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 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

• Prototyping • Explain reasons for Logical Didactic 5H

• Explain the steps prototyping; reasoning material Charts of the
Prototyping in prototyping • Compare types of Systemic various models.
approach, for system • Explain the types prototyping; reasoning
development. of system • Choose appropriate Passion for
prototyping (Throw- type of prototyping in a technology
away or close-end given context.
and Evolutionary
prototyping)

Modeling data in an Distinguishing • Distinguish between • Data modeling • Differentiate between data Didactic 7H
IS between old and flat file and relational models; material RDBMS
modern methods of databases; • Compare flat file model with application Projector
data modeling. • Explain types of other databases models e.g. . Digital
database model; relational database model; resources(e.g. pictures
(Entity relationship • Use the steps involved in data and videos tutorials on
(ER) model, Relational modeling (e.g. design tables, data modeling
model and object- determine primary keys, Team spirit approaches )
oriented model) model queries required by the Honesty and
• Describe various levels application etc.) to design a diligence
of data modeling database. Accountability
(conceptual, logical, Communicative
and physical Algorithmic
Developing modeling). thinking
Information • Explain notions of • Entity; • Examine concepts of entity Strong problem 3H
systems Applying basic ER entity relationship • Attributes /Field; relationship model (entity, solving skills
modeling models • Records /Tuple; attributes, primary and foreign A desire to
• Key attributes; keys ...) ; automate
• (Primary, • Draw Entity Relationship (E- Critical thinking
Foreignkeys…); R) diagrams. Creative
Ethical
• Data mapping. Logical
Applying the • Explain notions of the • Relational • Propose advantages of reasoning Didactic material 3H
relational model relational model; database relational database model; Systemic Database application
• State examples of management • Transform a table into 1NF, reasoning
RDBMS; systems 2NF, 3NF. Prudence
• Explain the different (RDBMS); Self-discipline
types of relationship • Redundancy; Passion for
(1-1, 1-M and M-M). • Normalization of technology
a database
Software Testing Employing and • Describe types of • Software testing • Explain reasons for testing an Digital resources 5H
appreciating the testing ( System Information System. (e.g. videos on testing
System testing issues addressed by testing; • Select suitable testing method methods)
various testing Volume testing; for a given context.
regimes
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 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

Integration testing, and

Acceptance testing.)
• Carry out the
procedure for module
testing;
• Establish the
importance of carrying
out the tests.
Working with Converting from one • Identify number • Binary arithmetic; • Carry out binary operations Team spirit Didactic 5H
Binary arithmetic number base to systems; • Sign magnitude e.g. addition, subtraction, Honesty and material Computer,
another • Convert from base 2 to representation; multiplication and division; diligence projector
base 8, 10 and 16 and • Bit, nibble, byte, • Convert from base 2 to base Accountability Digital resources(e.g.
vice versa; word… 8, 10 and 16 and vice versa. Communicative pictures and videos
• Computing arithmetic • One’s Algorithmic tutorials )
operations. complement; thinking Link
Strong problem Google
• Two’s
solving skills YouTube
complement;
A desire to
Building a bugler • Implementing • Sketch logic gates • Logic gates • Combine logic gates to form automate
Didactic material 7H
alarm Boolean logic (OR, AND, NOT, • Boolean algebra. digital circuits. Electronic kits
Critical thinking
• Design logic NAND, NOR, XOR, • Simplify expressions using Digital resources
Building Creative
Traffic lights circuits XNOR) symbols and • De Morgan’s Boolean algebra (e.g. picture and video
logic circuits Ethical
truth tables. theorem. • Outline benefits of the De tutorials on logic gates)
Logical
• Derive truth tables Morgan’s Theorem. reasoning
from Boolean Systemic
expressions (up to 3 reasoning
input variables) Prudence
• Derive Boolean Self-discipline
expressions from truth Passion for
tables; technology
• Simplify Boolean
expressions;
• Apply De Morgan’s
theorem.
Choosing • Identify standard data • Standard data • Explain standard and
Developing appropriate data Constructing types (e.g. real , types complex data types;
software types for complex data types Boolean, character, • Complex data • Use standard data types to
representation and from standard data integers); types form complex data types. 5H
organization of types • Represent complex
information data types (e.g. arrays,
strings, records lists).
Designing software Applying software • Demonstrate an • Top-down design; • Explain approaches to Digital resources 5H
design to solve real understanding of • Stepwise software design; (e.g. video
life problems structured design; refinement; • Select a suitable design demonstrations of
• Solve real life • Incremental method for a given problem. design strategies)
problems with the construction;
Page 22 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

structured design • Divide-and-

methods. conquer;
• Bottom-up design; Team spirit
• Adapting existing Honesty and
solutions, and diligence
modular design. Accountability
Representing • Explain uses of unit • Structure • Sketch a structure diagram Communicative Computer Projector 3H
software design and structure diagrams diagrams; for developing software. Algorithmic
( in terms of class, • Unified Modeling thinking
sequence, Language (UML) Strong problem
composite…) model solving skills
A desire to
Writing algorithms • Explain an algorithm; • Algorithm; • State advantages and Didactic 13H
automate material IDE, Charts,
• Identify characteristics • Control structures; disadvantages of pseudo
Critical thinking projector
of algorithms; • Complexity of an code and flow chart;
Creative .
• Represent algorithms algorithm; • Write algorithms using
Ethical Digital resources(e.g.
using flowcharts and • Dry run pseudo code and flow chart;
Developing Logical pictures and videos
software pseudo code; • Explain algorithmic constructs reasoning
• Use basic algorithmic (sequence, selection, loop tutorials)
Systemic Link
constructs (sequence, and recursion) with the aid of reasoning
selection, iteration or examples; Google
Prudence YouTube
loop and recursion); • Draw trace tables to test and Self-discipline
• Analyze the efficiency detect errors in an algorithm. Passion for
of an algorithm; • Explain algorithmic strategies technology
• Explain recursion; (brute force, greedy, divide-
• Explain sorting and-conquer …) ;
(bubble, merge, and • Carry out dry run of an
insertion sorts etc.); algorithm.
and searching
techniques(binary and
sequential searches);
• Perform dry run using
a standard algorithmic
techniques
Testing and • Establish correctness • Evaluation of • Examine the performance of Didactic 5H
evaluation of of algorithms; Algorithms an algorithm using time and material IDE, computer
algorithms • Assessing space efficiency projector
reasonableness of . Digital
solutions and relative resources(e.g. pictures
correctness. and videos tutorials )

Explanation of • Distinguish between • Programming • Explain the different types of Didactic 3H

Developing different different types of paradigms programming paradigms; Team spirit material Charts,
software programming programming • Explain the different Honesty and projector
paradigms paradigms ( • Encapsulation; properties of object-oriented diligence .
Imperative or • Polymorphism. programming (encapsulation, Accountability Digital resources(e.g.

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 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

procedural, polymorphism …) Communicative pictures and videos

Declarative Algorithmic tutorials )
Functional, thinking Link
Logic and Strong problem Google
Object-oriented ) ; solving skills YouTube
• Establish the relative A desire to
advantages and automate
disadvantages of each Critical thinking
paradigm. Creative
Selecting and Software reuse • Explain software • Software reuse ; • Determine the importance of Ethical Didactic 5H
working with reuse; • Library units; software reuse; Logical material Program code
programming • Repositories; • Select software for reuse. reasoning in course of
paradigms • Explain types of • Software Package Systemic development, computer
software reuse reasoning lab
Outsourcing (internal and external) ; Prudence .
software Self-discipline Digital resources(e.g.
• Explain criteria for Passion for pictures and videos
selecting software for technology tutorials )
reuse (reduce
development cost, Team spirit
time, labour,
maintenance effort…); Honesty and
diligence

Determining when to • Distinguish between • Internally • Choose between developing Accountability Digital resources(e.g. 2H
use internally or internally and developed a software internally or pictures and videos
externally developed externally developed software; externally. Communicative tutorials )
Developing software software. • Externally Link
software developed Algorithmic Google
software. thinking YouTube

Demonstrate use of • Explain language • Lexical analysis; • Determine language Strong problem Didactic material 5H
language translators translators (compiler, • Code generation; translators for specific solving skills Sample language
interpreter ...) ; • Parsing or programs; translators
• Determine advantages syntactic analysis; • Demonstrate the ability to use A desire to Digital resources(e.g.
and disadvantages of a • Preprocessing; compilers, interpreters …; automate pictures and videos
given language • Optimization. • Compare the different types tutorials )
translator to solve of language translators. Critical thinking
problems;
• Use a language Creative
translator
Implementing Converting data • Explain data • Data structures; • Transform algorithms into a Ethical Didactic 9H
programming structures and structures; • Syntax; program; Logical material IDE, projector
language algorithms to • Explain the meaning of • Semantics. • Apply the correct syntax and reasoning Digital resources(e.g.
components programs syntax and semantics. semantics to a given pictures and videos
programming language. Systemic tutorials on

Page 24 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

reasoning programming )
Link
Prudence Google
YouTube
Self-discipline
Using features of • Explain stack • I/O operations; • Apply features of high level Didactic 5H
high level languages mechanism for • Functions; language in programming; Passion for Material
procedure calling and • Local and global • Write programs using data technology IDE. , computer
Developing parameter passing; variables; structures (file, …). laboratory
software • Explain types of data • File handling Digital resources(e.g.
values (variables, operations; pictures and video
constants, locations, • Program clarity; tutorials on
scoping); • Program programming
• Explain characteristics Efficiency; procedures and
of a good program. • Program parameter passing )
Reliability. Link
Google
YouTube

Ensuring the built Testing a developed • Explain steps involved • Boundary data; • Debug a program; Didactic material 5H
program works as program in software testing • Correct and • Compare debugging IDE, Computer lab
expected (code review, static erroneous data; techniques (brute force, Digital resources
Developing code analysis, unit • Debugging induction, backtracking …). (e.g. videos on testing
software testing, system testing software; strategies)
etc.) ; • program tracing
• Explain debugging. debug code.

Page 25 of 42
MODULE 4: COMMUNICATION, RESOURCE SHARING IN IT AND INFORMATION SECURITY
Duration: 77 hours

PRESENTATION OF MODULE
This module leads the learner to describe principles on which the Internet operates, set up basic networks with different network
topologies, and build websites using web technologies. Learners are prepared to demonstrate competency in identifying, selecting,
configuring and using communication systems to share resources such as data/information, hardware and software.

This module would lead the learner to:

• Describe principles on which the internet operates;

• Setup basic networks with different network topologies;
• Build websites using different web technologies;
• Implement information security and privacy in computer systems.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module would permit the learner to exercise societal roles in the following life domains;
Economy life, Social and Family life, and Media and communication.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to:

• Identify and explore different network devices and their functions.

• Implement different network types
• Explain methods of securing data
• Describe data transmission modes and media
• Use the Internet
• Communicate with the use of services provided through the Internet

Page 26 of 42
 • Evaluate issues related to security when communicating over networked systems
Build and deploy websites

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to enable the learner to set up and use networks with associated services, for communication and sharing
resources.

TABLE OF MAIN COMPONENTS OF MODULE 4: COMMUNICATION, RESOURCE SHARING AND INFORMATION

SECURITY
Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
• Sharing Description of • Describe a computer • Computer • Differentiate the Team spirit computer 4H
resources computer network; Networks; functioning mode of modem,
(sharing a networking • Compare networked- • Stand-alone computer network from Honest and
printer, …) computers with stand- systems; stand-alone systems; Diligence phones
Exploring alone systems; • Client/server • Explain the benefits and
Concepts and • Choosing • Explain the benefits and computing; limitations of computer Research skills RJ45
features of equipment limitations of computer • Distributed networks
networks for a system networks. computing; Multi-tasking Jack
• Explain complexity, skills
• Using a securityand privacy
platform concerns of data Communicative twisted pair
communication networks. cable
• Transferring Classification of • Describe types of • LAN; • Classify network based on Strong problem 4H
data computer networks. • MAN; coverage; solving skills Digital
(sending network based on • Select appropriate types of resources
• WAN;
mail, size of network for a particular; Critical thinking Photographs
• CAN;
exchanging geographical organisation (school, bank and
• PAN; Ethical videos of
of area to cover with many branches, …);
information computer
Choosing • Explain network types • Network • Choose appropriate 2H
via a Systemic networks
network type based on the logical architecture or designs: client-server,
telephone …) reasoning
based on her relationship between configuration; peer-to-peer used by an
Links:
strategy to suit network nodes or • Peer-to-peer organisation;
• Securing Self-discipline YouTube
the organisation’s computers; network; • Compare the advantages
systems needs • Establish the advantages • Client/server and disadvantages of each Attention to
and disadvantages of network architecture. details
• Identifying each configuration.

Page 27 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
data
validation Passion for
and data Configuration of • Describe types of • Network topology; • Compare the type of technology 4H
verification network topology physical network • Mesh topology; network topology (Mesh,
techniques based on the topologies; • Star topology; Star, Ring, Bus and Tree);
physical • Establish the advantages • Ring Topology; • Propose network topology
• Implementing connection of and disadvantages of • Bus topology; to suit an organisation
validation computers. each layout or topology. • Tree topology …
and
verification Selection of • Explain the role of • Computer network • Select equipment to set up 6H
techniques network network components a network for an
components (Modem, Hub, Switch, organisation (school, …);
(equipment) Router, Bridge, Gateway, • Set up a computer
NOS, Multiplexers, Network (peer to peer).
Network Cards,
Repeaters);
• Set up a computer
Network.

• Implementation • Distinguish between • Search engines; • Contrast intranet and 10H

of network intranet and extranet; • User profile; extranet;
security • Describe the technologies • Mobile apps; • Explain the requirements
used to implement • Blogs; used by companies to put
intranet and extranet; • Protocols; in place intranet and
• Describe the principles of • VPN; extranet (search engines,
virtual private networks • Privacy or user profile, mobile apps,
VPN; confidentiality; blogs, etc.) ;
• Set up a VPN; • Integrity; • Set up a secured VPN
• Use protocols to ensure • Availability; (firewalls, digital signature,
privacy; • Validation; …);
• Explain concepts related • Verification; • Describe the terms:
to computer/data security; security, privacy,
• Explain security confidentiality, integrity and
measures designed to availability as used in
protect computer systems network;
(firewalls, protocols, • Identify measures used to
encryption, digital protect computer systems
signatures, firewall, user (User accounts,
account); passwords, authentication,
• Explain security methods …);
designed to protect data • Describe some techniques
including encryption and such as encryption and
access rights; access rights used for the
• Explain data validation protection of data;
techniques (range check, • Contrast validation and
format check, length verification;
check, presence check, • Identify the use of

Page 28 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
existence check, limit validation and verification
check, check digit, parity techniques in a given
check); situation;
• Explain verification • Choose appropriate
techniques (visual check, verification or validation
double entry); technique.
Differentiating • Explain logical topology • CSMA/CD; • Detect the methods used 2H
modes of data (CSMA/CD, CSMA/CA); • CSMA/CA; in the transmission of
transmission • Describe different • Data transmission signal for a given scenario
transmission modes .( (CSMA/CD, CSMA/CA) ;
Simplex; Half-Duplex; • Identify the direction of
Full Duplex.) signal flow between two
devices in a given
situation;
• Illustrate data transmission
modes.
Identifying • Differentiate between • Narrowband, • Contrast the data 5H
different broad band and narrow • Broadband transmission methods
transmission band Transmissions; • Serial transmission (Serial and Parallel) ;
Types • Differentiate between • Parallel • Detect the methods of
Serial and Parallel transmission transmission used in a
transmissions; • Synchronous given situation
• Differentiate synchronous transmission (synchronous and
and asynchronous • Asynchronous asynchronous) ;
transmissions; transmission • Illustrate analog and digital
• Differentiate between • Analog signal signals.
Analog and Digital • Parallel signals
Transmissions;

Classification of Describe guided (wired) • Transmission • Classify the various 2H

transmission transmission mediums media physical media used in the
media (Copper Wire, Coaxial transmission of signals;
Cables, Twisted Pair • Choose appropriate
Cables, Optical Fiber …) transmission medium in a
• Describe given context.
unguided(wireless)
transmission mediums
(Bluetooth, Microwave,
Radio waves, Infra-red,
Wi-Fi , Wimax, Satellite
Data Links);
transmission in • Describe the properties of
communication different transmission
media.

Page 29 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
systems • Explain the meaning • Buffers; • Determine the techniques 2H
Description of and role of Buffers, • Interrupt; (Buffers, interrupt priorities,
peripheral device interrupts, interrupt • Polling; polling and handshaking)
control priorities; polling and • Handshaking. used to control devices in
mechanism handshaking the network

Using common • Outline the role of • Network protocols; • Discuss the protocols (IP, 4H
protocols in data protocols (IP, TCP, • OSI-reference TCP, SMTP, POP, HTTP,
transmission SMTP, POP, HTTP, FTP; model; FTP. TCP/IP) used to ease
TCP/IP); data transmission;
• Explain the role of • Evaluate the roles of
protocol suits in protocols in data
communication; transmission;
• Describe the OSI • Explain the OSI reference
reference model. model.

Executing • Identify errors which • Data transfer • Determine errors 3H

different occur with the transfer of checks; (duplicated bits) which can
correctness data; • Parity Checks; occur during data
checking • Describe data transfer • Checksums; transmission;
methods checks mechanisms. • Self-Correcting • Propose techniques used
Codes, … to detect errors;
• Explain an error detection
method (odd and even
parity).

Reviewing the • Define the internet; • Internet; • Explain in a report major 1H

history of the • Recall the history of the • ARPANET; events in the history of the
internet internet. • NSFNET internet.

Determining the • Identify the role of • ISP; • Determine global and local 3H
structure of the internet service providers • Telephone; line; ISPs;
internet (ISP) ; • ISDN; • Determine the
• Identify the technology for • XDL; technologies (Telephone
connecting to ISPs; • Leased lines; line, ISDN, XDL, leased
• Identify requirements for • Web servers; lines, web servers,
connectivity to the • Network card; Network card, Modems,
internet. • Modems, …; etc) used by ISP to ensure
• Identify the role of • IP v4; internet connection;
internet protocols. • IPv6; • Explain the role played by
• FTP, IP, TCP, protocols (IP v4, IPv6,
HTTP. FTP, IP, TCP, HTTP) to
facilitate internet
connection.
Using social • Identify examples of • Social Media; • Determine some 4H
networks and social media applications • Chat rooms; interactive environments

Page 30 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
collaborative (Facebook Instagram, • Forums used in the community to
environments Twitter, WhatsApp; communicate;
Blogs; • Evaluate the use of
conferencing ( Zoom, internet in the community
Skype) …); (essay) ;
• Describe the impact of • Outline ways enforced by
social networks; the State to ensure internet
• Propose measures to access;
ensure proper use of • Explain how a
social media; collaborative platform can
Working with • Demonstrate knowledge be used for learning.
the Internet and use of collaborative
environments.

Using the internet • Describe internet 5H

services;
• Use communication
• Create an email account;
services (E-mail services,
• Attach a file to a mail and
TELNET, newsgroups
send;
Internet telephony(VoIP), • Teleworking;
• Research information on a
Instant messaging …); • Videoconferencing;
particular topic using a
• Use information retrieval • Telecommuting;
search engine;
services; • URL;
• Chat using instant
• Use web services; • Cookies;
messaging platform;
• Use the internet for • Search engines
• Set up a teleconferencing
teleworking;
platform;
• Explore information
• Participate in a
retrieval services (FTP,
teleconference.
Browser, Search
Engine,);

Using electronic • Describe e-commerce • Medical • Explain in a report the 8H

services for (purchase, transfer of information advantages and
commerce funds; system; disadvantages of e-
Refund of funds; • Telemedicine; commerce, e-health, e-
Credit/debit card …); • Electronic medical government;
record; • Identify e-government
• Describe e-health • E-governance; platforms in Cameroon.
• E-government;

• Using E-government
and E-governance
Learn with the • Describe computer • Computer Assisted • Explain in a report the
assistance of assisted learning; Learning(CAL; advantages and
computers • Identify methods of disadvantages of e-
course delivery; learning;
• Didactic resources; • Determine the methods

Page 31 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duration
situations life situations actions resources
• Establishing advantages used over the internet to
and limitations of CAL. study (Computer Assisted
Learning (CAL), delivery
through servers, CD
ROMs, e-books, videos).
Develop simple • Implement html tags • web pages; • Create simple web Pages Text editor, 8H
Web web pages • Tags; using HTML. Content
development • Attributes. Management
Apply common • Use cascading styles • JavaScript, HTML, • Write CSS code to change System,
technologies, for sheets to improve look- PHP CSS; color, font size, padding, browser,
web development and-feel; • web design …; DNS
• use of JavaScript packages; • Write java script code to Digital
• WordPress or process client-side data resources
Joomla, … and form data; Video
tutorials of
Host a website • Exploit Content • Domain • Publish a website on the
PHP, HTML,
Management Systems. name(public IP) ; internet.
CSS, …
• DNS …

MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD

Duration: 77 hours

PRESENTATION OF MODULE

This module leads the learner to understand the fundamentals of project management, practically configuring and using the computer
system to solve daily problems and carrying out mini-projects. Learners are therefore prepared to demonstrate competency in:

• Designing and following up projects;

• Building applications using object-oriented programming;
• Tailoring spreadsheets to solve accounting, statistical, analytic and mathematical problems;
• Producing business-level presentation graphics/slides;
• Building and deploying websites using web technologies.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

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The competencies acquired through this module would permit the learner to build and configure applications for solving problems in
society, the economy, Social life, Family, and Media and communication.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to:

• Build online and offline digital contents;

• Tailor applications for solving specific daily problems;
• Employ current technologies to solve contemporary problems, while acquiring skills to dynamically modify existing
applications to solve different problems encountered.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to build real applications for solving problems in industry, education, business and
other organizations.

TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD
Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duration
situations life situations actions knowledge resources
• Interviewing • Identify businesses related to • E-business • Study IT success stories (Nji - Role play
business basic skills • E-commerce Collins, Arthur Zang, Mark - Real life
persons • Explain customer needs Zuckerberg, Bill Gates, • Communicative scenarios
Starting a Steve Jobs, Jack Mah, ) • Friendly (Sample
• Documenting business • Study IT success stories • Knowledgeable interview
findings
(Google, Apple, Amazon) • Conversational s)
• Detect community needs - Video
that can be solved with IT. Projector
Organizing, • Describe benefits of Project • Projects; • Propose a WBS (Work Break- Team spirit Computer 8H
planning, Applying Management (PM); • Project Down Structure) for a given laboratory
running and project • Describe the activities of each Management; project; Communicative
evaluating management stage (planning, executing, • Stages in • Produce scheduling tool Online
projects fundamentals …) in project management; project (PERT network, Gantt chart) Creative resources(
to run sample • Describe techniques used to management; for a project; Photographs
Project projects control and facilitate the • WBS; • Outline activities for the Ethical reasoning and videos

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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duration
situations life situations actions knowledge resources
Management success of a project; • Gantt charts; planning stage of a project. of computer
• Explain PM constraints • PERT charts; • Work with methods of Prudence types)
(Scope, Time, cost); • critical path controlling projects (tracking,
• Identify the roles, analysis; check points … ; Self-discipline Human
responsibilities and • Slack; • Implement a simple project; resources
performance of members of a • Network • Determine the duration of a Passion for
project team; diagrams; project using a Gantt chart. technology Links:
• Carry out basic calculations • EF, LF, ES, • Compute the duration of a YouTube
using PERT, Gantt charts and LS; project using network Google
network charts; • Team diagram; Accurate and rapid
• Outline key factors that cause Management; • Calculate ES, EF, LT, and writing
project failure. LF; Sample
• Determine slack task, critical Vigilant hardware
path. devices
observant charts
• Select a word processor; • Word • Format (bold, underline, 6H
• Explain the main features of a processor; subscript, etc.) text with a
word processor; • Editing; word processor;
Using • Insert graphics and other
• apply features of the Word • graphics;
formatting, objects;
Producing processor, to produce • formatting;
editing features
Practical use documents for different types of documents. • Design; • Produce tables;
of Word
of official, • Mailings and • produce page covers;
processors for
application business and producing reviews. • Produce long documents
software for other daily documents such that the table of content
solving uses can be generated;
problems • Apply review features
Tailoring (proofing, commenting, etc.);
spreadsheets • Select a spreadsheet • Spreadsheets; • reference a range of cells; 8H
to solve application; • cell reference; • add or remove rows and
specific • Explain the main features of a • cell range; columns;
problems ... spreadsheet; • formulae; • format cell entries;
• utilize features of a • absolute cell • Format cells (adjust size,
Carrying out spreadsheet application; reference; wrap text, bold, apply style,
• Carrying out
multimedia • Explain how to link • what-if- conditional formatting, ...) ;
presentation statistical,
worksheets with formulae. analysis; • Do financial and statistical
financial etc.
• Charts; analysis using spreadsheet
Managing analysis,
• Reports; functions ( sum, count,
relational calculations
• Pie chart; product, if, sumif, countif,
databases and
• Histogram. sumproduct, vlookup, ...) ;
projections for
education, • Produce charts of relation
businesses between two or more
categories ;
• Link worksheets with
formulae;
• Determine the appropriate
spreadsheet formulae for a
given problem;
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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duration
situations life situations actions knowledge resources
• Explain practices of good • Slides; • Add slides to a presentation; 8H
presentation; • Slide- • Produce multimedia contents
• Describe main features of a transitions; using editing, formatting and
presentation software; • Animations; multimedia features of a
Producing
• Select a presentation presentation software;
slides that
software; • Add transitions to a
display
illustrative and • Create slides (Slide-design); presentation;
attractive • Use features of a • Animate components of a
presentations presentation software to presentation;
create illustrative and • Apply project management to
attention grabbing run a presentation project.
presentations.

• Recall main features of an • RDBMS; • create tables;

RDBMS; • Tables; • Enter data into a table; 12H
• Demonstrate user skill in the • Queries; • relate tables;
use of a relational DBMS(MS • Forms; • create queries to retrieve
Access or Open/Libre Office • Reports. data ;
Base) ; • Create queries to generate a
Collecting • Use structured query calculated field;
Organizing, language (SQL). • generate reports;
storing and
• create forms;
securing data
to be • export a database;
accessed in • import a database;
various ways • write SQL statements to
for particular populate a database;
use. • write SQL statements to
retrieve data from one or
many tables;
• write sub queries;
• Apply project management to
run a database project;

• Describe the general process • PHP; • Create php/mysql code that 6H

of publishing a database • MySQL; stores login and password in
online; • HTML. a database;
• Manipulate databases in a • Publish a database on the
Using
web server (Xampp, Wamp) internet ;
databases for
web authoring • Link a database to a webpage • Apply project management
using basic PHP code; concepts on a web project
involving database.

Designing and
• Describe cloud computing • Cloud • Outline problems that can be 5H
Discovering manufacturing Using Cloud
• State characteristics of cloud computing; solved by cloud computing.
and making using the computing
computing • SaaS, IaaS, • determine cloud computing
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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duration
situations life situations actions knowledge resources
use of computer • Describe cloud computing PaaS; model used in a given
innovations delivery models • Google drive; service;
in digital Storage of • I cloud; • store data on the cloud;
technology Data on the • Drop box, … • retrieve data from the cloud;
internet • Outline examples of cloud
storage services.
Green • Define green computing; • Green • Assess practices that do not 4H
computing • Describe practices that computing; promote green computing;
promote green computing • Use of computer systems in
Environmental (Usage disposal, eco- an environmentally
friendly usage friendly) responsible and eco- friendly
and disposal of manner;
computer • Identify projects that exhibit
systems green computing;
• Execute projects that exhibit
green computing.

Implementing • Select an appropriate IDE; • .NET • Write programs using an 16H

programming • Identify relative advantages framework; object oriented programming
concepts and disadvantages of an IDE; • Java runtime language;
Using IDEs for • Explain the concepts of • object • Run an object oriented
building classes, objects, inheritance, oriented program using an IDE.
applications polymorphism, … programming;
that run on the • Explain functions and
.NET parameter passing;
framework or • Use programming language
applications to solve a real-life problems;
that run on • Build applications that provide
Java runtime. solutions to real life problems.
Mini Projects
Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Exploring Selecting a DESCRIPTION The 5-G computers (2010-date) is Vacuum Tubes Presentations on 5-G Team spirit Search engine
Computer computer OF geared towards creating machines technologies like
systems system to COMPUTING which can process and respond to Transistors parallel processing , e.g. Google
buy TRENDS natural languages and also have the superconductors,
Integrated Communicative youtube
capability to learn and organize quantum computers,
following up circuits
themselves. Make a presentation of the molecular and Nano other educative
trends in technologies that make this possible, technology
Artificial links
technological and how they work. Creative

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

development Explain the properties of each Intelligence

generation’s technology, that have
changed how computers operate, Ethical
leading to more powerful, less reasoning
expensive but more efficient and robust
machines.
Prudence
Exploring Exploring CONFIGURING Research and propose hardware and User Identify disabilities Search engine
Computer user USER software for use by different category of disabilities
Systems interfaces ENVIRONMEN computer users. The category of a user Propose hardware and e.g. Google
T AND is based on their particular disability or ASR, Braille software for each Self-discipline
disability of the user YouTube
MANAGING special needs.
Ergonomic
FILES other educative
devices propose creative ideas
on innovations to help Passion for links
users with disability technology

Carry out report on

findings

Exploring Solving TROUBLE Repair a computer system to check System restore Repair computers with Search engine
Accurate and
Computer problems SHOOTING issues related to hardware failure, problems such as
Malware, rapid writing e.g. Google
Systems encountered AND corrupt OS, software malfunction, and freezing, not booting,
in the course MAINTAINING malware action. Security low memory, slow to
Defragmentati youtube
of using HARDWRARE run, crashing programs,
hardwae and AND on and other identifiable Vigilant other educative
software SOFTWARE faults. links
A laboratory (or home computer) needs Disk scanners
an upgrade given that it currently does State the tools used in
not allow one to carry out the following File observant
solving each of the
tasks with it: compressors
above problems
Install and use software packages Firewalls
made in 2016 onwards, produce high
BIOS setup
definition graphics (video and images), Write a report on which
produce and edit quality sound and tool was used and how
video, install and use high speed it was used to solve the
internet, run multiple programs at the RAM , HDD particular problem
same time, run applications at a very
CPU, OS
high speed
Input and
Propose (or carry out) an upgrade to
the computer system, stating which output devices
Upgrade computers
component is changed , added or
from obsolete or lower

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

subtracted and explaining why this is version to up-to-date

done, for each of the components. standards. Configure
Identify the properties of the new them to run High Team spirit
components in relation to the old ones. definition software and
peripherals
Identify projects or activities that can be
Communicative
carried out with the use of the
computer system, and the minimum
hardware or software requirement Replace old hardware
specification for each project or activity. and software with new Creative
ones

Write a report on the

components changed Ethical
and what difference this reasoning
makes.

Include in the report the

properties of old and Prudence
new system
components
Self-discipline
Exploring Researching 1.10 Identify four different manufacturers of DELL In tabular form, write Computers
Computer on hardware CHOOSING Personal Computers(PC). Carryout a the differences
systems and software CATEGORY comparative analyses of their products Compaq between system Phones
vendors and OF and services manufacturers and their Passion for
HP technology Search engine
their products COMPUTERS products by considering
FOR USE, LG properties such as e.g. Google
BASED ON speed, durability, cost,
THE QUALITY Samsung reliability, availability in YouTube
OF THEIR your own area, user
Apple Accurate and other educative
PRODUCTS friendliness, after sales
AND services, maintainability rapid writing links
SERVICES and other properties
necessary for
consideration Vigilant
Determining Mobilizing 2.1.2 USING Study the work system of a bank, a MIS Describe works Computers
the range resources to INFORMATION school and at least three other procedures or systems
and scope establish an SYSTEM IN AN institutions. Describe what each TPS in the organization observant Phones
of computer IS ORGANIZATIO institution does, stating the actors that being studied.
EIS Search engine
applications N are involved, the procedures and the
Proposing available machines or technology at Identify the actors
DSS e.g. Google
digital involved and the role
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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

solutions to a each institution. Propose an information ES they play. YouTube

variety of real system for each, taking note of the
life problems people(actors), procedures(methods of Simulations Propose the kind of other educative
work) and machines(or technology) that systems system or systems that links
will enhance ease of work, security, can facilitate their
GIS current work
speed of work, teleworking,
management, reporting, analysis and procedures
LIS
other transactions.
Explain how each of
Videoconferen
Identify other specific problems the IS your proposed IS
cing
will solve. solves problems in the
Telecommutin work procedures and
g for actors in their
organization.
Identify issues or operations to guard physical
against in order to avoid the failure of protection Identify risks and
such a system for each of the propose measures on
organizations Passwords what to do and what
not to do, to avoid
Firewalls
failure of the IS
Bio security Report on activities
Training of carried out and
workers proposed system
changes.

Determining Responsible CREATING Organize an open presentation (in AGM Identify computer Computers
the range use of AWARENESS school, market, organization) on the crimes and prevention
and scope computer ON THE importance of computerized systems, BCS methods Phones
of computer systems SOCIAL, computer crime and prevention,
IEEE Describe issues Search engine
applications LEGAL, measures for responsible use of
Protecting addressed by existing Team spirit
ETHICAL AND computer systems, the legislation in Hacking e.g. Google
computer ECONOMIC place, safe working practices, codes of standard codes of
systems from IMPLICATIONS ethics recommended. Advice on Dumpster ethics and YouTube
insecurity OF USING measures to reduce the digital gap Diving conduct(BCS, ACM, Communicative
IEEE) other educative
COMPUTERS
Scamming links
Identify any other
Malware existing code of ethics Creative
on the use of computer
Phishing systems, for some
Theft organizations
Ethical
Propose measures to

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Cyber crime reduce digital gap reasoning

Produce a report on the
Cyber security above presentation

Exploring Setting up INITIATION TO Using a simulation program for setting Protocols Install and run a Prudence browser
concepts networks NETWORKING up networks(e.g. CISCO Packet simulation software for Computers
and features Tracer), design network set-ups for a TCP/IP setting up networks
of networks sharing star topology, ring topology, bus Self-discipline Phones
resources on topology and a simple mesh topology Create a Ring topology,
a network bus topology, star Search engine
for a minimum of 5 computing nodes, Network
but not exceeding 10 computing topology and mesh
typologies Passion for e.g. Google
nodes(for this level). topology for a minimum
Network sizes of 5 nodes technology youtube
Setup connections between two or
more mobile devices, for sharing files. Client/server other educative
and peer-to- links
Use a connection method of your Setup an online game
peer
choice to setup a least two users to play to be played by two or
Accurate and
the same game , with each user Bridges, more users from
rapid writing
accessing the same copy of the game Routers different devices.
from their different mobile devices.
Switches Produce a clear report
A clear report on protocols and other on protocols, Vigilant
Gateways procedures, tools used
tools used should be produced
and difficulties
Modems
encountered .
observant
Computer
.
peripherals

Classes of IP
addresses

Web Build simple BUILDING Build and (if possible) host (online or on Internet Write HTML code to
Developmen web pages AND HOSTING a local server) a website which makes build a school website
t WEBSITES use of the following technologies: Browser
Use CSS in the code, Computers
HTML, CSS, JavaScript, PHP. Your Browsers for styling or formatting
Apply website should make use of font tags, Phones
common form tags, div tags, anchor tags, table Use JavaScript for
technologies animating objects on Search engine
tags, style tags, image and video tags, HTML
for web and at least 10 other tags. website
e.g. Google
building CSS
Apply attributes that go with each of the Use basic PHP for
youtube
connecting website to a

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

tags used above. JavaScript database other educative

links
Create links between two or more PHP Write a report on the
pages using menus. codes used.
RDBMS
Your website should be dynamic and
interactive

Practical Using 5.2.1 Study the report booklet or the manual Statistical Create a Report Card Computers
use of spreadsheet TAILORING recording system of students’ functions management system
application features for SPREADSHEE performance (report card) of your using a spreadsheet Phones
software for accounting, TS TO SOLVE school.
Enter marks for each Search engine
solving statistical, SPECIFIC
Implement a mark or performance Database subject for a number of
problems analytical PROBLEMS e.g. Google
processing system for a school using a functions students
purposes
spreadsheet. The system receives YouTube
marks for various subjects taught in a Print the Report Cards
bearing the rubrics Team spirit other educative
particular class and presents all the Date and time
information as found on the manual found on the manual links
functions
report card. It then outputs a chart report card.
showing average of each student Communicative
against the name for each class. It
Financial
carries a table which reports on the
number of students who sat in the exam functions
Creative
per class, number who passed, number
who failed, number dismissed, best Ethical
three students, and worst three Logical reasoning
students. The system should display functions
report cards for first term, second term Prudence
and third term.
Self-discipline
Mathematical
functions Passion for
technology

Accurate and
Text functions rapid writing

Vigilant

Discovering Using BUILDING Using a programming language of your OOP Use UML or another observant Computers
and making features of SIMPLE choice( preferably an Object oriented method to design an
use of objectoriente PROGRAMS language), build a stock management Encapsulation application for Team spirit Phones
innovation d FOR SOLVING system for a grocery store. The system managing stock for a
in digital programming DAILY should consist of different user
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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

technology and other PROBLEMS accounts, invoice and inventory Inheritance grocery store. Communicative Search engine
technologies functionalities and carryout other
for building operations as found in a typical stock Polymorphism Implement the program Creative e.g. Google
applications control system . using a particular
programming Ethical YouTube
language(preferably an reasoning
other educative
object oriented
Prudence links
programming
language) Self-discipline
Write a report on what Passion for
the system does, how it technology
solves the problem of
stock management, the Accurate and
design and the code rapid writing
used in building the
Vigilant
system.
observant

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