Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

COMPUTER STUDIES SYLLABUS

GRADES 8 & 9

For implementation:

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

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

Computer Studies Syllabus Grades 8 & 9

ISBN: 978-99945-2-133-3

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

Publication date: December 2015

TABLE OF CONTENTS

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

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

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

2. Rationale

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

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

3. Aims

Computer Studies promotes the following aims in the curriculum:

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

4. Inclusive education

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 1

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

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

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

5. Links to other subjects and cross-curricular issues

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

All of our learners need to:

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

The main risks and challenges have been identified as:

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

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 2

Cross Environm HIV and ICT EHRD Populati Road

curricul en tal AIDS on safety
ar learning educatio
issues n

Grade 8 These topics will be covered incidentally and are not specifically mentioned in
the specific objectives in the learning content of Grade 8

Grade 9 Theme 4: Internet and e-mail

Know how to use the internet: search the Internet for cross-curricular
issues Theme 5: Social and economic implications of computer usage

6. Approach to teaching and learning

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

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

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

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

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

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

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

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 3

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

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

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

7. End-of-phase competencies

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

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

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

are expected to be able to
∙ demonstrate an understanding of computers in general
∙ identify and describe hardware as input- or output devices
∙ classify hardware and software
∙ describe the functions of operating systems
∙ perform various operating system tasks
∙ create, edit, format and print documents using a word processor
∙ produce publications using desktop publishing (DTP)
∙ create, edit, format and print documents using a spreadsheet
∙ identify and describe the hardware, media and transmission modes used for
communication
∙ describe and evaluate various network categories
∙ utilise the Internet and e-mail for research and communication purposes ∙
identify the requirements for Internet connectivity
∙ reflect critically on their responsible usage of computers and its implication in society ∙
identify and combat threats to data security
∙ experience programming concepts by using Scratch to produce products based on
programming principles
∙ design, write and interpret algorithms
Computer Studies syllabus Grades 8 - 9, NIED 2015 4

8. Summary of the learning content

Theme Grade 8 Grade 9

Introduction to computers - definition

- parts and types
- representation of data
- development of
computers - safety issues
- skills

Computer systems - elements - ethical issues

- CPU
- devices (input and
output) - storage devices
- cabling and ports
- software

Operating systems - definition

- functions
- types
- management skills

Word processor - definition

- purpose
- skills

Desktop publishing - definition

- purpose
- design and create publications

Spreadsheet - definition
- purpose
- skills

Communication and networking - network terminology

- network elements
- network types
- network topologies

Internet and e-mail - definitions

- requirements
- skills
- ethical issues
- website design

Social and economic - social and economic

implications of computer usage impacts - viruses
- security

Programming - Scratch - algorithms

Computer Studies syllabus Grades 8 - 9, NIED 2015

5
9. Learning content

9.1 Introduction to learning content

1. The learning content outlined below is designed to provide guidance to teachers as to

what will be assessed in the overall evaluation of learners. It is not meant to limit, in any
way, the teaching programme of any particular school.

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015

6
9.2 Learning content

9.2.1 Grade 8 Learning Content

THEME 1 INTRODUCTION TO COMPUTERS

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

Computer Studies syllabus Grades 8 - 9, NIED 2015

7
THEME 2 COMPUTER SYSTEMS
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ know the components that comprise a ∙ describe a computer system
computer system ∙ explain the functional organisation of the element
of - hardware
- software
∙ know the hardware components of a ∙ list and describe the following input devices:
computer system - keying devices
- pointing devices
- scanning devices
- speech recognition devices
- other digital input devices, e.g. digitisers (pen
sensors ∙ describe the central processing unit
- control unit
- arithmetic and logic unit (ALU)
- memory
- processors (types, clock speeds)
∙ list and describe computer storage
- primary
- secondary/auxiliary (magnetic/optical/solid sta
- virtual
∙ describe properties of storage media
- primary/secondary
- fixed/removable
- volatile/non-volatile
- internal/external
- temporary/permanent

Computer Studies syllabus Grades 8 - 9, NIED 2015

8
THEME 2 COMPUTER SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ know the hardware components of a ∙ list and describe output devices

computer system (continued) - soft copy devices (monitors/screens, audio ou
emitting diodes)
- hard copy devices (printers, plotters)
∙ describe devices that are both input and output
- interactive devices (e.g. touch screens)
- fax machine
- modem
∙ distinguish between different cables and ports
- power cable/port
- parallel cable/port
- serial cable/port
- USB port
- PS/2 ports
- Ethernet port
- infrared
- media ports (card slots, high-definition multim
(HDMI)) - virtual ports, e.g. Bluetooth
∙ describe how different devices are connected to t

Computer Studies syllabus Grades 8 - 9, NIED 2015

9
THEME 2 COMPUTER SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ know the software components of a computer ∙ distinguish between system software and applica
system - system software (operating system, utilities, f
and device drivers)
- application software (word processing, spread
information retrieval, desktop publishing, co
packages, computer-aided design (CAD) an
(CAM) and communication software e.g. FT
∙ distinguish between system software and applica
acquisition - generic software
- custom-designed software
- web application software
- software suites
- integrated packages
- open source
- public domain
- freeware and shareware
∙ be familiar with criteria to select computer
systems ∙ evaluate computer system specifications in terms
considerations - processor speed
- memory capacity
- warranty
- upgradability
- user needs
- cost
- portability
- other hardware considerations

Computer Studies syllabus Grades 8 - 9, NIED 2015

10
THEME 2 COMPUTER SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ be familiar with criteria to select ∙ evaluate computer system specifications in terms

computer systems (continued) considerations - authenticity
- user needs
- user friendliness
- system requirements
- cost
- compatibility
- portability
- documentation
- other software considerations

Computer Studies syllabus Grades 8 - 9, NIED 2015

11
THEME 3 OPERATING SYSTEMS
 GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ know about operating systems, their ∙ define an operating system

functions and types of operating systems ∙ name the functions of an operating system
- resource control
- job scheduling
- input/output handling
- memory management
- error and interrupt handling
- disk management (formatting, partitioning, de
diagnostics, compression, back up)
∙ identify types of operating systems according to n
- single user
- multi user (multi access, multi-processing, tim
∙ identify types of operating systems according to n
- single tasking
- multi-tasking
∙ identify types of operating systems according to t
- batch processing
- real-time processing
∙ identify types of operating systems according to i
- command line
- graphical user interface (GUI)

Computer Studies syllabus Grades 8 - 9, NIED 2015

12
THEME 3 OPERATING SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

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

Computer Studies syllabus Grades 8 - 9, NIED 2015

13
THEME 4 WORD PROCESSORS
NB: For this theme it is recommended to use Microsoft Office 2010 or later or Open
Office (latest version)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ know about word processors, their ∙ define a word processor

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

Computer Studies syllabus Grades 8 - 9, NIED 2015

14
THEME 4 WORD PROCESSORS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand the basic working of a word ∙ perform text formatting using the commands:
processor in creating, editing, proof reading - bold
and formatting documents (continued) - italics
- underline
- fonts
- drop caps
- change case
- superscript/subscript
- text alignment
- format painter
∙ perform paragraph formatting regarding:
- alignment
- indenting
- spacing
- section breaks
- bullets and numbering
∙ perform page formatting in terms of layout
- columns
- headers/footers (date/time, page number)
∙ perform page formatting in terms of setup
- margins
- orientation
- paper size
- tabs

Computer Studies syllabus Grades 8 - 9, NIED 2015

15
THEME 4 WORD PROCESSORS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ know how to create and work with tables ∙ create a table (rows and columns)
using word processors ∙ enter data in a table
∙ edit a table using the following commands:
- resize rows/columns
- insert rows/columns
- delete rows/columns
- merge rows/columns
- split rows/columns
∙ format a table in terms of borders and shading
∙ convert a table in the following ways:
- convert text to table
- convert table to text
- import data into a table
∙ perform arithmetic calculations and insert formula
∙ sort a table
∙ understand mail merge documents
∙ create a main document
- form letters
- labels
- envelopes
∙ create a data source
- edit the data source
- save the data source
∙ merge fields
∙ send a document or data source to
- printer
- new window
- fax
- e-mail
∙ update a merged document

Computer Studies syllabus Grades 8 - 9, NIED 2015

16
THEME 4 WORD PROCESSORS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ know how to print a document ∙ set up a printer
∙ print preview a document
∙ use the following options for printing:
- select a printer
- orientation
- pages
- copies
- other options
∙ know how to insert and edit graphics using ∙ insert different types of graphics:
a word processor - drawing
- picture
- chart
∙ use various methods to add graphics:
- use clip art
- import
- scan
- draw (shapes, SmartArt, WordArt)
∙ edit graphical objects using the following comman
- update
- resize
- rotate
∙ understand other features of the - enhance
word processor application ∙ use the following features of the word processor a
- insert hyperlinks
- insert equations
- reference
- review
- insert symbols
- other as needed

Computer Studies syllabus Grades 8 - 9, NIED 2015

17
THEME 5 DESKTOP PUBLISHING (DTP)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ know the characteristics and purpose of DTP ∙ define desktop publishing

∙ describe the characteristics of DTP
∙ state the purpose of desktop publishing
∙ understand the designing and printing of a ∙ use various techniques available to design a pub
publication - design the layout of the publication
- insert graphics
- manipulate text and graphics
- add borders and other enhancements
- design various types of publications (brochure
various cards, business card, letterhead, ne
CD-cover, other)
∙ use various features to print the publication:
- paper size
- double-sided printing
- binding options
- other
Computer Studies syllabus Grades 8 - 9, NIED 2015

18
THEME 6 PROGRAMMING
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ understand the need to use logic and ∙ apply programming principles using Scratch
sequential order to produce a - identify elements on the Scratch screen (area
product - realise the importance of planning a project
- select a sprite
- select a sprite costume
- select a background
- add movement
- add sound
- set conditions and events
- use operators effectively
- use variables effectively
- apply repetitive techniques (loops)
- realise the importance of correct instructions a
- modify instructions to influence the end produ
- apply techniques of testing and debugging
- apply modular techniques

Computer Studies syllabus Grades 8 - 9, NIED 2015

19
9.2.2 Grade 9 Learning Content

THEME 1 COMPUTER SYSTEMS

GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ understand copyright issues while using ∙ define software copyright

computer systems ∙ explain the importance of a software copyright ac
Act of 1998)
∙ discuss the consequences of a software copyrigh
society ∙ compare and contrast the following:
- open source software
- freeware and shareware
- public domain software
∙ discuss the effects of software piracy locally and w
∙ develop a strategy to reduce software piracy with

Computer Studies syllabus Grades 8 - 9, NIED 2015

20
THEME 2 SPREADSHEETS
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ know the characteristics and functions of ∙ define a spreadsheet
spreadsheets ∙ name the characteristics of spreadsheets
∙ state the purpose of spreadsheets (e.g. accountin
∙ understand how to use a spreadsheet ∙ open a spreadsheet application
application ∙ change the defaults to:
- language (English UK)
- page layout (cm)
∙ describe the screen layout and effectively use the
∙ create a document and perform the following acti
- save
- close the document
- exit the application
- retrieve the document
∙ apply page setup features
- margins
- orientation
∙ use printing features to print a document
∙ know different cell data types ∙ distinguish between
- labels
- values
- formulae
- functions
∙ understand the editing and formatting of
a spreadsheet document ∙ add, name and rename worksheets
∙ select, move, copy and delete content
∙ insert rows/columns
∙ use the fill command/technique
∙ sort data

Computer Studies syllabus Grades 8 - 9, NIED 2015

21
THEME 2 SPREADSHEET (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand the editing and formatting of ∙ format cells, a range of cells or a worksheet in ter
a spreadsheet document (continued) - currency
- numbers
- text
- date/time
- percentage
∙ adjust column width and row height
∙ align text
∙ change font type, size and style
∙ merge and unmerge cells
∙ apply borders
∙ wrap text
∙ apply conditional formatting
∙ understand the use of functions and formulae ∙ use pre-defined functions
in spreadsheets - SUM
- AVERAGE
- MAX & MIN
- COUNT
- COUNTA
- COUNTIF
- SUMIF
- simple IF
- compound IF
∙ know the application of spreadsheets in ∙ create own formulae
templates ∙ create a template with text and formulae and/or fu
∙ understand cell referencing
∙ apply
- cell addressing
- absolute referencing
- relative referencing

Computer Studies syllabus Grades 8 - 9, NIED 2015

22
THEME 2 SPREADSHEET (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ appreciate charting and graphing skills ∙ create a chart or graph using data in a worksheet
∙ modify or format the chart/graph using the followi
- different types
- titles
- data ranges
- labels
- legends
- size
- colour
∙ know other features of the spreadsheet
∙ apply the following features in spreadsheets:
application
- data validation
- paste special
- filter
- search
- insert graphics
- change text direction
- apply cell protection
- freeze panes
- hide or unhide rows/columns
- insert hyperlinks
- other features as needed

Computer Studies syllabus Grades 8 - 9, NIED 2015

23
THEME 3 COMMUNICATION AND NETWORKING
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand data communication ∙ define the term data communication
∙ distinguish between receiving and sending device
∙ list the hardware and software needed for commu
- hardware (internal modem, external modem,
Digital Network (ISDN) adaptor, Asymmetric Digita
software (e-mail program, communication software
how data is transmitted and received
∙ describe how errors can occur during the transmi
e.g. - electrical interference
- changing of bits
- lack of memory
- power failure
- physically damaged medium
∙ describe how data can be checked for errors
- parity check (odd/even, mark, space)
- cyclic redundancy check
∙ explain what is meant by rate of data transmissio
∙ describe various transmission modes and give ex
each - direction (simplex, half-duplex, full duple
- number of bits transmitted simultaneously (se
- synchronous and asynchronous
∙ differentiate between the following transmission m
- wireless (infrared, Bluetooth, satellite, microw
∙ know computer networking terms and - cables (coaxial, fibre-optic, twisted pair)
communications protocol ∙ define networking
∙ define communications protocol
∙ explain why communications protocol is necessa

Computer Studies syllabus Grades 8 - 9, NIED 2015

24
THEME 3 COMMUNICATION AND NETWORKING (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand various types and topologies ∙ distinguish between and evaluate different netwo
of networks size - local area network (LAN)
- metropolitan network (MAN)
- wide area network (WAN)
∙ distinguish between and evaluate different netwo
topology (describe and draw diagrams)
- star
- bus
- ring
- hybrid
∙ distinguish between and evaluate different netwo
architecture - client server
- peer-to-peer
∙ know the elements of a network and their
∙ explain the purpose of the following network devic
purpose
- node
- workstation
- hub
- switch
- router
- wireless devices
- NIC (Network Interface card)
- gateway
- bridge
∙ describe the following servers and parts thereof:
- file server
- application server
- printer server
- web server
- proxy server
- firewalls

Computer Studies syllabus Grades 8 - 9, NIED 2015

25
THEME 4 INTERNET AND E-MAIL
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ know about internet and e-mail ∙ define and explain the following terms:
- Internet
- world wide web (WWW)
- e-mail
- e-commerce
- e-learning
- search engine
- File Transfer Protocol (FTP)
- newsgroups
- website
- web page
- Uniform Resource Locator (URL)
- hyperlink
- download and upload
- video conferencing
∙ explain why we use e-mail and Internet
∙ specify the hardware and software needed for Int
∙ evaluate different technologies to connect to the I
lines, satellite links, wireless, microwave, etc.)
∙ understand e-mail facilities ∙ explain the term service provider and its functions
∙ create an e-mail account
∙ write and send an e-mail
∙ send an e-mail with an attachment
∙ know how to access and use the Internet ∙ ∙ identify the different elements that comprise an e-
appreciate the moral, social, and spiritual ∙ search the Internet for cross-curricular issues
issues that may emerge through access to the ∙ describe the advantages and disadvantages of us
Internet Internet ∙ explain proper netiquette
∙ know how to create a website
∙ create a simple website using a word processor

Computer Studies syllabus Grades 8 - 9, NIED 2015

26
THEME 5 SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand issues resulting from the use ∙ describe the impact of computer technology in so
of ICTs - education
- medical field
- social interaction
- business, employment and the economy as a
- communication
- information access and storage
- environment (e.g. disposal of certain compute
∙ define a computer virus
∙ explain the causes and effects of computer viruse
∙ explain the prevention of infection of computer vir
∙ explain how to remove computer viruses
∙ classify various types of viruses
∙ explain the effects of these various types of viruse
∙ investigate the implications of virus infestation for
etc. ∙ construct a strategy to prevent possible virus
∙ demonstrate how to use the different features of a
∙ understand the need for data security
∙ define and explain
- data privacy
- data protection
∙ discuss laws governing protection of information a
technology systems
∙ identify security threats to ICTs and possible cont
∙ explain the following security concepts:
- password
- physical security
- other control measures, e.g. biometric passwo
levels of authorisation, encryption, firewalls

Computer Studies syllabus Grades 8 - 9, NIED 2015

27
THEME 5 SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE
(continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

∙ understand the need for data security ∙ demonstrate good password principles
(continued) ∙ explain the following:
- hacking
- cracking
- piracy
- phishing
- other computer crimes
∙ propose how one could protect devices and comp
of environments against digital threats

Computer Studies syllabus Grades 8 - 9, NIED 2015

28
THEME 6 PROGRAMMING
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
 ∙ understand algorithms ∙ define an algorithm
∙ distinguish between
- pseudo code
- flowchart
∙ define a variable and a constant
∙ initialise variables
∙ write algorithms using variables
∙ use operators:
- mathematical ( +, -, /, *, mod, div)
- logical (AND, OR)
- comparison (=, <, >, >=, <=, <>)
∙ use program control structures for sequencing:
∙ use program control structures for selection (if sta
∙ use program control structures for iteration (loopi
- for.. do
- while.. do
- repeat.. until (define a sentinel value, use a se
algorithm) ∙ draw trace tables to test algorithms wit

Computer Studies syllabus Grades 8 - 9, NIED 2015

29
10. Assessment

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

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

10.1 Continuous assessment

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

10.2 Formative and summative assessment

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

Assessment has a formative role for learners if and when:

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

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

10.3 Informal and formal methods

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 30

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

10.4 Evaluation

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

10.5 Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how
well other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In
criterion-referenced assessment, each letter grade must have a descriptor for what the
learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade
descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be
reliable.
Computer Studies syllabus Grades 8 - 9, NIED 2015 31

10.6 Grade descriptors

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

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

all areas of competency.

B 70-79% Achieved objectives very well. The learner’s achievement lies

substantially above average requirements and the learner is highly
proficient in most areas of competency.

C 60-69% Achieved objectives well. The learner has mastered the specific
objectives and can apply them in unknown situations and contexts.

D 50-59% Achieved objectives satisfactorily. The learner’s achievement

corresponds to average requirements. The learner may be in need of
learning support in some areas.
 E 40-49% Achieved the minimum number of objectives to be considered
competent. The learner may not have achieved all the specific
objectives, but the learner’s achievement is sufficient to exceed the
minimum competency level. The learner is in need of learning support
in most areas.

U 0-39% Ungraded. The learner has not been able to reach a minimum level of
competency in the objectives, even with extensive help from the
teacher. The learner is seriously in need of learning support.

10.7 Conducting and recording assessment

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

10.8 Assessment objectives

The assessment objectives for Computer Studies are:

10.8.1 Assessment objective A: Knowledge with understanding

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

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 32

10.8.2 Assessment objective B: Problem Solving and Realisation

Learners should be able to:

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

10.8.3 Assessment objective C: Application

Learners should be able to:

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

10.9 Continuous assessment: detailed guidelines

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

Types of continuous assessment tasks

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

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

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 33

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

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

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

Summary of continuous assessment tasks

Continuous assessment Grade 8
 Term 1 Term 2 Term 3

Components Number Total Number Total Number Total

& & &
marks marks marks

Projects 1 x 40* 40 1 x 40* 40

Topic tasks 2 x 25 50 2 x 25 50 2 x 25 50

Topic tests 1 x 20 20 1 x 20 20 1x 20 20

End-of-term tests 1 x 50 50 1 x 50 50

Term marks 120 160 110

Weighted term (120 (160 ÷

marks (report ÷1.2) 1.6) 100
marks) 100

* Grade 8 projects: Term 2: Word processing/DTP Term 3: Scratch

Continuous assessment Grade 9

Term 1 Term 2

Components Number & Total Number & Total

marks marks

Projects 1 x 40* 40 1 x 40* 40

Topic tasks 2 x 30 60 2 x 30 60

Topic tests 1 x 20 20 1 x 20 20

End-of-term tests 1 x 50 50 1 x 50 50

Term marks 170 170

Weighted term marks (170 ÷ 1.7) (170 ÷ 1.7)

(report marks) 100 100

* Grade 9 projects: Term 1: Spreadsheet Term 2: Programming

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 34

10.10 End-of-year examinations: detailed guidelines

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

Description of questions Duration Marks

Paper 1 1h 30 min

Section A: Multiple choice 30

(30 questions of 1 mark each)
Differentiated questions on all topics

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

TOTAL 130

Written examination Grade 9

Description of questions Duration Marks

Paper 1 1h 30 min

Section A: Multiple choice 30

(30 questions of 1 mark each)
Differentiated questions on all topics

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

TOTAL 130

Computer Studies syllabus Grades 8 - 9, NIED 2015

35
10.11 Promotion marks

For Computer Studies in Grades 8 & 9 Continuous Assessment contributes 35% to the
promotion mark and the end-of-year examination contributes 65%. The weighting of each
assessment component is as follows:
Component Description Marks Weighting

Written examination Section A 30 15%

Section B (100): 5%
 Definitions 10

Hardware and 10 5%
software Operating
system

General application Grade 8: 45 22.5%

software and Grade 9: 35 17.5%
computer skills

Structured questions 25 12.5%

relating to computer
usage and its effects on
society

Scratch programming, Grade 8: 10 5%

algorithm segments, Grade 9: 20 10%
trace table and
problem solving

Continuous assessment Projects Grade 8: 14 7%

Grade 9: 16 8%

Topic tasks Grade 8: 27 13.5%

Grade 9: 25 12.5%

Topic tests Grade 8: 11 5.5%

Grade 9: 8 4%

End-of-term test Grade 8: 18 9%

Grade 9: 21 10.5%

Total marks 200 100%

The promotion marks are calculated as follows:

Promotion mark for Grade 8

Term 1 Term 2 Term 3 Total

Term mark 120 160 110 390

CA mark 390÷39×7 70

End-of-year examination 130

Promotion mark 200÷2 100

Promotion mark for Grade 9

Term 1 Term 2 Total

Term mark 170 170 340

CA mark 340÷34×7 70

End-of-year examination 130

Promotion mark 200÷2 100

Computer Studies syllabus Grades 8 - 9, NIED 2015

36
10.12 Specification grid

The specification grid below indicates the weighting allocated to each objective for both
Continuous Assessment and for the written examination.
Continuous Examination (%) Total (%)
assessment (%)

GR 8 GR 9 GR 8 GR 9 GR 8 GR 9

Objective A 10 5 40 30 50 35
Knowledge with
understanding

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

Objective C Application 15 20 10 15 25 35

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

Computer Studies syllabus Grades 8 - 9, NIED 2015

37
10.13 Assessment rubrics/criteria

10.13.1 Assessment rubric/criteria for word project in Grade 8

e.g. Create a magazine with articles and advertisements (40 marks)
Criteria/marks 1 2 3

Fonts Different fonts were Different fonts and The fonts and font
used font sizes were sizes were suitably
used applied and creatively
used

Graphics Only a few graphics A variety of All of the previous plus

or not suitable for suitable evidence of grouping
the graphics; variety and creativity
purpose, or not in a of
variety of formats or formats and suitable
not suitable layout layout options
options selected

Alignment Done as prescribed

Borders and Only one kind used Creative use of a

Frames variety of borders and
frames

Text Present, but no All text boxes/shapes

boxes/other variety, incorrect are correctly sized to
shapes formatting fit text. Creatively
placed
 Word Art Present Creatively and
sparsely used and
placed

Bullets Correctly used More than one level

was used for either
Numbering Correctly used bullets or numbering

Page numbers Inserted as prescribed

Headers and Present, but not done Both Headers and

Footers as prescribed Footers inserted as
prescribed

Formatting Only basic More advanced A variety of

formatting techniques apart from advanced
techniques (B, U, I) B, U, I , but still formatting
limited techniques.
Evidence of Format
Painter being used;
formatting suitable for
the purpose

Columns Columns were created Columns were

creatively
manipulated

Margins As prescribed A variety of at least two

margin settings used
with section breaks

Watermark As prescribed

Orientation Variety as prescribed

Paragraph Use of line spacing Use of line spacing The previous plus
as prescribed and hanging indents correct use of
as indentation
prescribed

Table Basic table with content Table with headings Creative formatting
and content and placement

Special Used correctly Special characters

characters AND equations used

Hyperlinks 1 or 2 fully
functional
hyperlinks inserted

Word count Number of words

indicated

The final product Acceptable product Exceptional product

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 38

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

Criteria/marks 1 2 3 4
 n

g
Remixing The cat was The sprite or Both the sprite Own sprite and
i

s
used as a sprite the and the background
e and the background background were created
D
background was was changed were remixed
white

Interactive There is no way Not clear how Interactive Many

project to interact with to interact project with interactions,
the project with the clear easy to use
project instructions without
instructions

Events Disorganised Some logic in The sequence Many logical

sequence of the sequence of events sequences of
events of follow a events
events logical pattern

Parallelism Only one thing Attempt at Two things More than two
going on at a making two or happening at things
time more things the same time happening at
happen at the the same time
same time
g

n
Blocks Blocks from Blocks from Blocks from Blocks from
i

only category two different three different four or more

were categories categories different
m

used were used were used categories

m

r
were used
g

r
Loops No repeating Only Only loops Both loops
P

actions duplication were used to and

was used to create duplication
create repeating were used to
repeating actions create
actions repeating
actions

Debugging Done with Done with Project Completely

help from the some help completely debugged
teacher debugged with without
help assistance
s

s Testing Program not Tested when Tested Tested scripts a

e
tested reminded program few blocks at a
regularly time as the
c

r
project was
created
P

Time Deadlines Some Project time All planning

managemen could not be deadlines was used well and the
t met were met and all Scratch
deadlines project were
were met done in time
and extra time
was used to
improve the
project

Planning Notes about Basic planning Thoughts are Thoughts are

and the project evident from expressed expressed
reflection are notes clearly clearly and
incomplete there is
evidence of
different
solutions. Ideas
 for
improvement
are written
down

Computer Studies syllabus Grades 8 - 9, NIED 2015

39
10.13.3 Assessment rubric/criteria for spreadsheet project in Grade 9 e.g. the
teacher gives a variety of problems involving the collection of calculable data that must
be presented in a spreadsheet. (40 marks)
Criteria/marks 1 2 3

Heading Clear Clear, merged and

centred and good use
of font style and -size

Labels Some missing, not Appropriately named,

appropriately named good use of font style
and -size

Row Adjustments made

height/column
width

Data Present, good variety Some formatting done Data types correctly
formatted, e.g. date,
time, percentage,
currency, decimals

Formulae – Only 1 or 2 basic At least 3 present, but At least 3 with proper

basic (SUM, formulae used no ranges used use of ranges
AVERAGE, MIN,
MAX, COUNT)

Formulae – Simple IF (only 1 Simple IF (only 1 Compound IF (at least

advanced possibility) OR possibility) AND 3 possibilities)
(IF, COUNTIF, Formula(e) using Formula(e) using
SUMIF, absolute referencing absolute referencing
COUNTA,
absolute
reference)

Sorting Simple sorting skills Advanced sorting skills

shown (only 1 column) shown (at least 2
columns)

Filtering 1 set of data filtering At least 2 sets of data

done on a separate filtering done on
sheet separate sheets
correctly named correctly named

Formatting Limited basic A variety of basic Advanced formatting

formatting skills formatting skills shown skills shown (e.g.
shown conditional formatting,
use of shading)

Spreadsheet Paste Link OR hyperlink Two of the previous All 3 correctly used
functions OR Freeze panes 3 correctly used
correctly used

Alignment Basic alignment Good use of alignment

skills displayed techniques (direction,
(left, right, left/ right/centre, text
 centre) wrapping)

Borders Present (one style) A variety of borders

Page setup Orientation OR Orientation AND

margins changed margins correctly
applied

Graphic Logo or other

acceptable graphic,
correctly placed and
sized

Charts (at least 2 Done, but incorrectly Done on separate Correctly done on
using different sheets (correctly separate (correctly
data sets and named), but with errors named) sheets with all
criteria) or missing some elements present
elements (heading,
NB: Mark correct ranges selected,
twice – each labelled correctly,
chart acceptable
separately intervals, legend)

Data validation Done, but no (or Done with correct

incorrect) error error message
message

Overall A professional-looking
appearance end product

Computer Studies syllabus Grades 8 - 9, NIED 2015

40
10.13.4 Assessment rubric/criteria for programming project in Grade 9 e.g. the
teacher gives a variety of problems. Each learner uses one and develops an algorithm
in pseudocode to solve the problem. A list of variables must be provided. Thereafter
the learner draws a flowchart, using the same algorithm. A trace table must
accompany these. (40 marks)
Criteria/marks 1 2 3

PSEUDOCODE

Variables Listed, but incomplete All variables listed All variables listed,
appropriate names
and appropriate
explanations

Initialisation Done, but too many All necessary

or too few initialisations done

Input Done, but wrong Correct syntax and

placement/syntax placement

Error messages Present, but Provision was made

incorrectly used for wrong inputs

Conditional Present, but incorrect Correct syntax and

statements (if, placement
case)

Iterations (Loops) Attempt at using a Correct loop, but Correct loop,

loop, but incorrect with errors correct syntax and
loop placement
 Processing Present, but Correctly placed, but Correct placement
(calculations) incorrect use or with errors and syntax
placement

Output Correct syntax and Correct use of labels

placement

Indentation Used, but not Good use of

through out indentation
through-out

Comments Good use of comments

Success of the The algorithm did The algorithm The algorithm

algorithm not solve the partially solved the completely solved the
problem problem problem

FLOWCHART

Shapes More than 2 Most shapes correct, All shapes correct,

shapes wrong but no connectors including
connectors, begin
and end

Logic (sequence) Errors in the flow The flow is correct

(wrong arrows) Numbering and
true/false labels all
correct

TRACE TABLE

Test data Insufficient test data Sufficient normal data All instances of
data input
considered,
including abnormal
data

Variables and Some missing All variables,

decisions decisions and output
listed

Sequence More than 3 steps 1 or 2 steps not done Algorithm tested

omitted correctly, all steps
done and in correct
sequence

Output Present, but Correct output,

incomplete including correct
label(s)

Computer Studies syllabus Grades 8 - 9, NIED 2015

41
Annexe 1: Glossary of terms

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

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

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

back up to make a copy of computer files for storage in another place as a security copy
biometric password the identification of living individuals by using their
physiological and behavioural characteristics

booting to start the initial processes and load an operating system by either starting up a
computer or restarting it

bridge a device that connects a local area network (LAN) to another local area network
that uses the same protocol

client any computer that is hooked up to a computer network

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

computer an electronic device for processing data and performing calculations; it

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

constant in programming, a value or any other piece of data that does not change

data also called raw material; in computing terms, anything that is entered into the
computer. It may be text or numbers. (also
see Information)

data encryption converting data or information into code for security purposes

data privacy the right of an individual to decide what personal information can be shared
with third parties

data protection safeguarding important information from corruption and/or loss

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

digitiser device for converting analogue signals into digital signals

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

separated parts into a contiguous location

Computer Studies syllabus Grades 8 - 9, NIED 2015 42

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

firewall a security system consisting of a combination of hardware and software that limits
the exposure of a computer (or
computer network) to attacks from crackers; commonly used
on local area networks that are connected to the Internet

firmware coded instructions that are stored permanently in read-only memory

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

software that is provided without charge

FTP File Transfer Protocol – protocol that allows users to move files between their local
system and any system they can
reach on the network

gateway a network node that acts as an entrance to another network; controls traffic
between networks

GUI Graphical user interface – a user interface based on graphics (icons and pictures and
menus) instead of text; primarily uses
a mouse as an input device for OS-related commands

hacking obtaining unauthorised access to a computer or network

hardware the mechanical, magnetic, electronic and electrical components making

up a computer system (also see
Peripherals)

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

hub a place of convergence where data arrives from one or more directions and is
forwarded out in one or more other directions;
can include a switch and a router

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

highlighted/coloured/underlined word or icon

ICTs any communication device or application and the various services and applications
associated with them – including
radio, television, computer hardware and software and satellite
services

information data that have been processed

Computer Studies syllabus Grades 8 - 9, NIED 2015 43

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

ISDN Integrated Services Digital Network – a set of CCITT/ITU standards for digital
transmission over ordinary telephone
copper wire as well as over other media
(CCITT/ITU: Consultative Committee for International
Telephony and Telegraphy/International Telegraph Union )

legend a brief description accompanying a chart

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

modem (from a combination of MOdulate and DEModulate) an electronic device used to

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

netiquette Internet etiquette, courtesy and consideration for others while using shared
services, social media, mailing lists, etc.

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

network topology the configuration of a communication network. The four principles of

network topology are star, bus, ring, hierarchy

news groups a collection of messages about a particular topic accessed over the
Internet

node any computer or hardware device that is hooked up to a computer network and which
can send/receive data (a server,
a printer, a hub are all nodes)

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

storage)

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

page orientation the direction in which a page is displayed or printed – portrait (vertical)
or landscape (horizontal)

peripheral electronic equipment connected by cable to a computer (also see Hardware)

protocol a set of rules governing the exchange or transmission of data between devices,
e.g. IP, TCP, HTP, FTP, VOIP

PS/2 Personal System/2 – a round connector/port with six pins/slots that older PCs use for
connecting the keyboard and mouse

Computer Studies syllabus Grades 8 - 9, NIED 2015 44

pseudo code statements outlining the operation of a computer program, written in

something similar to computer language, but in a
more understandable format

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

router a device that forwards data packets between networks

search engine a computer program that retrieves documents or files or data from a
database or from a computer network (especially from
the Internet)

sensor any device that receives a signal or stimulus (e.g. heat, pressure, light,
motion)

server a computer that provides client nodes with access to files and shared hardware
resources on a computer network
shareware software that is available free of charge; may be distributed for evaluation; a fee
requested for additional features or a manual

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

software computer programs, written as a series of instructions, procedures and

rules; stored in memory

Sprite in Scratch programming, a chosen character that reacts to programmed

instructions

switch a device that channels incoming data from any of multiple input ports to the
specific output port that will take the data
toward its intended destination

thesaurus a list of synonyms

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

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

software

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

USB Universal Serial Bus; a way of attaching peripheral devices to a computer; uses
narrow, rectangular ports and connectors

utilities programs designed for general support of the processes of a computer

validation testing whether data complies with specified rules

Computer Studies syllabus Grades 8 - 9, NIED 2015 45

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

computing, proof that data input is correct

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

VOIP (Voice over Internet Protocol) – the hardware and software that enables people to
use the Internet as a transmission
medium for telephone calls

volatile referring to memory, non-permanent; data in volatile memory (RAM) is lost if not
saved to permanent storage

workstation a desktop computer that is conventionally considered to be more powerful

than a microcomputer

WWW World Wide Web – a computer network consisting of a collection of Internet sites
that offer text, graphics, sound and
animation resources using the hypertext transfer protocol; part
of the Internet
Computer Studies syllabus Grades 8 - 9, NIED 2015 46

Annexe 2: Explanation of abbreviations

ADSL Asymmetric Digital Subscriber Line ALU arithmetic and

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

Computer Studies syllabus Grades 8 - 9, NIED 2015 47

Annexe 3: Assessment record sheet for Grade 8

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

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

m k t t 1 2 3

Name of Learner r
s s
t
s

c k k k
e
a e e
r r r
e t
T
T T
j a a a

o
c c m m m m
r
i i
r

p p P
e
m m m
t
o o
r r r
-
T T
f e e e

o
T T T

25 25 20 40 50 120 160 110

3
 1

Computer Studies syllabus Grades 8 - 9, NIED 2015

48
Annexe 4: Assessment record sheet for Grade 9
Assessment record sheet: Computer Studies Grade 9: ………….…. Year: …………… S

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

m k t t 1 2

Name of Learner r
s s
t
s

c k k
e
a e e
r r
e t
T
T T
j a a

o
c c m m m
r
i i
r

p p P
e
m m
t
o o
r r
-
T T
f e e

o
T T

30 30 20 40 50 170 170 1

2
 1

Computer Studies syllabus Grades 8 - 9, NIED 2015

49

The National Institute for Educational Development

Private Bag 2034
Okahandja
NAMIBIA

Telephone: +264 62 509000

Facsimile: +264 62 509073

Website: http://www.nied.edu.na

© NIED 2015