Republic of Namibia

MINISTRY OF EDUCATION

JUNIOR SECONDARY PHASE

COMPUTER STUDIES SYLLABUS

JUNIOR SECONDARY PHASE

GRADES 8 - 10

FIRST IMPLEMENTATION
Grade 8 – 2012
Grade 9 – 2013
Grade 10 – 2014
National Institute for Educational Development (NIED)
Ministry of Basic Education, Sport and Culture
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2010

Syllabus Junior Secondary Computer Studies (Grades 8 - 10)

ISBN: 987-99945-2-048-0

Printed by NIED

Publication date: 2012

 TABLE OF CONTENTS

1. INTRODUCTION 1

2. RATIONALE 1

3. COMPETENCIES AND LEARNING OUTCOMES 1

4. PARTICULAR CHARACTERISTICS OF THE SUBJECT AT THIS PHASE 2

5. GENDER ISSUES 2

6. LOCAL CONTEXT AND CONTENT 2

7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES 2

8. APPROACH TO TEACHING AND LEARNING 3

9. OVERALL PLAN OF THE SYLLABUS 4

10. LEARNING CONTENT 6

11 ASSESSMENT 31

11.1 Continuous assessment ....................................................................................... 31

11.2 Formative and summative assessment................................................................. 31
11.3 Informal and formal methods.............................................................................. 31
11.4 Evaluation .......................................................................................................... 32
11.5 Criterion-referenced grades ................................................................................ 32
11.6 Grade descriptors in the Junior Secondary Phase ................................................ 32
11.7 Conducting and recording assessment................................................................. 32
11.8 Assessment Objectives ....................................................................................... 33
11.9 Continuous Assessment: Detailed guidelines ...................................................... 33
11.9.1 Types of continuous assessment ....................................................................... 33
11.9.2 Summary of Continuous Assessment Tasks ...................................................... 34
11.10 End of year examinations: Detailed guidelines................................................... 35
11.11 Promotion marks ............................................................................................... 37
11.12 Specification Grids ........................................................................................... 38

ANNEXE 1: Guide to Assess a Project 39

Grade 8 ........................................................................................................................ 39
Grade 9 ........................................................................................................................ 40
Grade 10 (Comprehensive Project) ............................................................................... 41
Grade 10 (Programming).............................................................................................. 42

ANNEXE 2: Assessment Record Sheet for Grades 8 and 9 43

ANNEXE 3: Assessment Record Sheet for Grade 10 44

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. In the
Technological area of learning, learners acquire skills in technology that include 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.

Under optimal circumstances, this subject would need 4 periods in a 5 day cycle or 5 periods in
a 7 day cycle.

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 syllabus for Computer Studies aims to:

• prepare the learner to have a basic knowledge of the computer and to be able to utilize it.
• enable the learner who leaves school to use the computer practically in his/her vocation.
• enable the learner who continues with school to use the computer effectively as an aid to
his/her studies or in his/her occupation in the future.
• enable the learner who continues with his/her school career 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 a computer.
• 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 English computer terminology.

3. COMPETENCIES AND LEARNING OUTCOMES

On entry to the Junior Secondary Phase, all learners are expected to be able to read, write,
calculate and communicate in English.

A few learners will just be able to manage the minimum, and must receive compensatory
teaching 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 or resources. Some will have handicaps which do not necessarily limit
cognitive and affective learning and development (visually impaired, hearing impaired,
physically challenged). Learners who are intellectually impaired or have Attention Deficit
Disorder will have very differing competency profiles. Teaching, materials and assessment for
these learners will be more specifically adapted in inclusive classes.

On completing Grade 10, the learners will be computer literate and will have the theoretical
background to continue with Computer Studies on Senior Secondary level.

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4. PARTICULAR CHARACTERISTICS OF THE SUBJECT AT THIS PHASE

The skill of using a computer, various application packages, and does basic computer
programming.

5. GENDER ISSUES

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. During presenting the subject teachers
should be gender sensitive and balanced.

6. LOCAL CONTEXT AND CONTENT

Computer Studies will be most relevant and meaningful for learners if it is used in relation to
their immediate environment. Although Computer Studies is universal, it is only by local
contextualisation and application that learners will understand and appreciate the uses of
Computer Studies. Where textbooks can only give general examples, it is up to the teacher to
use local examples instead.

7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES

The cross-curricular issues including Environmental Learning; HIV and AIDS; Population
Education; Education for Human Rights and Democracy (EHRD) and Information and
Communication Technology (ICT) 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 from globalisation

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Links in this syllabus to cross-curricular issues:

Cross curricular issues

HIV and AIDS Statistics can be applied as an exercise to teach spreadsheets and graphs.

Population Education Information retrieval on this topic from the Internet. This information could
be used to create a database.

Human Rights and Information retrieval from the Internet, e.g. to create a database.
Democracy Education

Environmental Information retrieval from the Internet, e.g. text on pollution

Learning
All these topics could be applied for desktop publishing, e.g. create a
newsletter or brochure.

8. APPROACH TO TEACHING AND LEARNING

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

described in Ministry policy documents, curriculum guides, and the conceptual framework.
This approach ensures optimal quality of learning when the following principles are put into
practice.
The aim is to develop learning with understanding, and the 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 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.
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9. OVERALL PLAN OF THE SYLLABUS

THEMES AND TOPICS GRADE 8 GRADE 9 GRADE 10

1. Computer Applications
1.1 Uses of computers Identify and explain uses
1.2 Economic implications
− viruses Define and explain effects of
viruses, the prevention and removal
of viruses
− copyright Define and explain software
copyright
− security measures Identify, define and describe
security measures
1.3 Social implications Changes caused by computers and
other technology
2. Architecture of a
Microcomputer
2.1 Components of a computer Hardware and software Systems and application software Install and uninstall software
2.2 Input devices Define, describe and use input
devices
2.3 Output devices Define, describe and use different
output devices
2.4 Input/output devices Define and explain the uses of
input/output devices
2.5 Storage devices Identify and explain the uses of
different storage devices
Formatting a disk
Maintenance
2.6 Data paths Define and explain data paths
2.7 Number s Systems Conversions
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THEMES AND TOPICS GRADE 8 GRADE 9 GRADE 10
3. Operating systems List different operating systems Perform basic operating system
functions
Define types of operating systems
4. Application Software Keyboard and mouse skills Spreadsheets – basic and advanced Word Processing - merge
Word Processing - basic and commands; create formulae application software
advanced commands
Desktop publishing - define and Database – commands and
apply basic applications; combine functions
text and graphics
Multimedia

5. Programming Logo programming Algorithm design Algorithm design and Programming

6. Internet Internet terminology

Hardware and software needed
Types of links
Internet usage
7. Communication Transmission of data
Network systems

• Teachers of grade 9 and -10 learners have to revisit the previous grades’ work, for example by giving a test.
Examinations should cover all the work done thus far in the PHASE, not only in that grade.

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 10. LEARNING CONTENT

THEMES AND TOPICS LEARNING BASIC COMPETENCIES

OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10

1. COMPUTER
APPLICATIONS
1.1 Introduction to • examine the presence of • briefly describe the
Computer Uses computers in our advantages and
everyday lives disadvantages of using
computers in everyday
life (rural /urban)
• briefly debate the uses
of using computers
world wide

1.2 Economic • examine the impact of • define a computer virus

implications viruses • explain the causes and
effects of computer viruses
• explain the prevention of
infection of computer
viruses
• explain how to remove
computer viruses
• Classify various types of
viruses
• Explain the effects of these
various types of viruses
• Investigate the implications
of virus “attacks” on
corporations/businesses
etc.

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• Construct a strategy (for
1.2 Economic • examine the impact of your school) to prevent
implications viruses possible virus attacks.
(continued) (continued) • Demonstrate how to use
the different features of an
anti-virus program
• understand software • define software copyright
copyright • explain the importance of a
software copyright act
(i.e. Digital Millennium
Copyright Act)
• discuss the consequences
of a software copyright act
in today’s society
• compare and contrast the
following:
- open source software
- freeware and shareware
• discuss the effects of
software piracy locally
and world wide
• Develop a strategy to
reduce software piracy
within the community.

• understand computer • explain the following

security issues security concepts:
- password
- physical security
• demonstrate good password
principles
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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10

1.2 Economic understand computer •

explain the following
implications security issues concepts:
(continued) (continued) - firewalls
- proxy servers
- data protection
• explain the following:
- hacking
- data privacy
• propose how you would
protect computer systems
in the school’s computer
lab, in corporations and/or
banks, etc.
- biometric passwords
- back-ups
- mirror systems
- levels of authorisation
- encryption

1.3 Social implications • examine the social and • Describe the impact of
economic implications computer technology in
of the use of computers society:
- education
- medical field
- social interaction
- business and
employment
- communication
- information access and
storage

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10

2. ARCHITECTURE
OF A MICRO-
COMPUTER
2.1 Components of a • understand the • explain the functions of the • classify the different types • install and uninstall an
computer functions, components following components: of software as systems or application program and
and the handling of a - system unit applications software application software
computer - monitor
- keyboard
- memory
- units of measurement
~ internal memory
~ external memory
• explain the difference
between hardware and
software
• define the term ‘driver’

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
2.2 Input devices • understand the different • describe the following input
types of input devices devices and explain suitable
uses/applications:
- keyboard
- pointing devices
- scanner
- joystick
- digital cameras
- microphones
- card reader
- web cam
- light pen
- OMR
- OCR
- bar code reader
- biometric scanners
- radio frequency
identification (RFID)

2.3 Output devices • understand different • identify, define and explain

types of output devices the features and applications
of the following output
devices:
- monitors (cathode ray,
LCD, plasma)
- printers (matrix, ink,
laser)
- plotters
- speakers/headphones
- data projectors

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
2.4 Input/output devices • understand different • define and explain the uses
input/output devices and features of the following
input/output devices:
- modem
~ smart phone
~ 3G device
- fax machine
- smart board
- MP3 player
- wireless devices, e.g.
Bluetooth
- network adaptor
- Bluetooth adaptor
- infrared adaptor
- sound card
- ISDN adaptor

• identify the following ports:

2.4 Input/output devices • understand different - PS2 port
(continued) input/output devices - USB port
(continued) - serial port
- parallel port
2.5 Storage devices • understand different • identify, discuss the
storage devices and the functions and describe how
handling of such to use the following storage
devices devices:
- hard disk
- magnetic tape
- CD-ROM
- CD-R ; CD-RW
- DVD-ROM
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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
- DVD-R; DVD-RW
- flash disk
- memory stick
- blu-ray disk
- smart cards
- MP3 player
- solid state drive (SSD) –
external hard drive
• explain the formatting of a
disk
• name and apply the rules for
maintenance of disks
• explain the usefulness of
making back-ups

2.6 Data paths • examine the way data • explain how data flows
flows through the through computers, e.g. a
computer storage device; data to a
printer; listen to music from
the Internet
• explain the role of memory
in the data path
• explain the advantages of
buffering, spooling and
cache memory
2.7 Number systems • understand the • convert decimal numbers
difference between the into binary numbers
decimal- and binary convert binary numbers into
number systems decimal numbers

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• define an operating system • list different operating
3. OPERATING • understand operating • start-up and shut down a systems, e.g. DOS,
SYSTEMS systems computer system Windows, UNIX,
• run an application program Macintosh, etc.
• define booting;
• find out which application
programs are available on
a computer system
• load a program/ document
from a storage device
• install a program
• perform the following
functions on files: copy,
cut, paste, delete

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• identify and react on error
3. OPERATING • understand operating messages
SYSTEMS systems • perform the following
(continued) (continued) functions on files and
folders:
- create
- rename
- delete
- move
- copy
- sort
- access
- drag
• create and delete shortcuts
• define and compare
command line-, menu-
driven and graphical user
interfaces
• define and describe the
application of the
following:
- multitasking
- time sharing
- terminals
- batch processing
- real-time processing
- multi-user
- multi-access
multi processing

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• define and describe various
3. OPERATING • understand operating types of utility programs
SYSTEMS systems - disk defragmenter
(continued) (continued) - disk compression
- anti-virus software
- backup and restore
- system restore
4. APPLICATION • examine the layout and • name and explain the
SOFTWARE use of the keyboard and functions and the various
4.1 Keyboard and mouse the mouse parts of the keyboard
skills and the different keys
• master the desired
techniques, acquire the
necessary skills, ability
and speed to type all
letters and figures with a
high degree of accuracy
by using a typing tutor,
e.g. Kyrans
• use the mouse
effectively
• open and close a
program
• develop an awareness of
the health- and safety
issues associated with
computer usage

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.2 Different types of • identify and understand • classify the different
software the use of general types of software as
application software systems or applications
software

system software:
– operating systems
– utility programs

applications
software:
– word processing
– spreadsheet
– database
– graphics
– information
retrieval
– desktop publishing
– computer-aided
learning
– authoring
packages
– computer-aided
design (CAD) and
computer-aided
manufacture
(CAM)
– communication
software e.g. FTP
software, VOIP

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.2 Different types of
software • identify and understand • define the term a suite of
(continued) the use of general software
application software • describe the purpose of a
(continued) suite of software in terms
of their features,
advantages and
disadvantages
describe the purpose of
custom-designed
software in terms of
features, advantages and
disadvantages
4.3 Word Processing • utilise word processing • identify the various • create form letters
to type, edit and print a features of the work area: • print documents making use
document display areas, status and of mail merge
control areas
• explain the following
terms:
- word wrap
- insert
- overwrite
• type elementary
sentences
• save files without closing
the program

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.3 Word Processing • utilise word processing • load saved files
(continued) to type, edit and print a • apply the following:
document - setting and changing
(continued) margins
- change the font type,
size, colour and style
- select, cut, copy,
paste and delete text
- change alignment
- print a document
- spell check a
document
- insert graphics
• create the following:
- tables
- columns
• apply the following:
- change page margins
using the ruler
- search and replace
- headers and footers
- thesaurus
- insert graphics (e.g.
clipart), word art and
use drawing toolbar

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.4 Spreadsheets • create, edit and print a • distinguish between
spreadsheet different areas of a
spreadsheet
• distinguish between
entering values and labels
• apply the following:
- load and save a
document
- adjust column width
and row height
- align text
- format numbers to two
decimal figures
- wrap text
- select, cut, copy, paste
and delete text
- change font type, size
and style
- fill command
- print a document
- sort
- name worksheets
• create formulae:
- own formulae, e.g.
A1+A2+A3
• pre-defined formulae
(Sum, Average, Max, Min,
Count, Counta)

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.4 Spreadsheets • create, edit and print a • distinguish between
(continued) spreadsheet entering values, absolute
(continued) value and labels
• create a template for a
letterhead or an order form
on one page
• draw graphs of different
types with data from the
spreadsheet
• utilise the following
features:
- referencing
- data validation
- paste special
- filter
• use complex formulae:
- if then…
• create a spreadsheet with a
chart. Modify the chart
with titles, data ranges,
size of the chart,
colour/textures and labels

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.5 Desktop Publishing • create desktop • define desktop publishing
publishing documents • explain the following ways
to combine text and
graphics:
- load a graphics file
- use a scanner
- cut and paste option
- import a picture
• customise existing
templates by changing the
following:
- font type, size and style
- pictures
- borders, etc.
• create a simple publication,
e.g. :
- brochure
- advertisement
- business card
- letterhead, etc.
• print the publication by
using different features,
e.g.:
- paper size
- format
- double-sided printing,
etc.

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THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
4.6 Databases • create, edit and print a • define the term database
database • explain the purpose of a
database
• define the following types of
databases:
- flat file
- relational database
• describe the following terms:
- table
- record
- field
- primary key
- foreign key
- database file
• explain the different types of
fields
• explain the difference between
design view, form view, query
view and report view
• apply the following:
- create a database
- change field width
- add fields
- delete fields
- change field types
• enter data in a database file

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 LEARNING BASIC COMPETENCIES
THEMES AND TOPICS OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
5. PROGRAMMING • understand basic • use the following
programming using commands in Logo: FD,
LOGO BK, PU, PD, PE, PPT,
HT, ST, LT, RT,
HOME, CS
• draw a picture using
Logo
• use the repeat command
for drawing figures
• understand basic • draw tessellations • define an algorithm
algorithm design • distinguish between a
- pseudo code
- flowchart
• write an algorithm on your
daily activities, e.g. what
are the steps you follow
from waking up until you
arrive at school?
• define a variable
• initialise variables
• write algorithms using
variables
• distinguish between
problems that could be
solved using algorithms and
those that do not
• draw trace tables to test
algorithms with suitable test
data
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 LEARNING BASIC COMPETENCIES
THEMES AND TOPICS OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
5. PROGRAMMING • understand basic • use a sentinel value in an
(continued) algorithm design algorithm
(continued) • use the if.. then.. else.. and
case statements in an
algorithm
• use the following loop • explain the following terms:
• understand basic structures in an algorithm: low level language, high level
algorithm design and - for.. do language, compiler,
programming - while.. do interpreter, assembler
- repeat.. until • construct a program that uses
• define a sentinel value the following concepts:
• use a sentinel value in an - constant
algorithm - variable
- data types (i.e., integer,
real, char, string,
Boolean)
- assignment statement
- simple conditions (e.g. <,
>, =, < =, > =, < >)
- boolean expressions (e.g.
and, or, not)
- div and mod
- if…then… else…and case
statements
- loop structures
° for..do
° while..do
° repeat..until
• distinguish between the use of
each of the repetition
structures
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 LEARNING BASIC COMPETENCIES
THEMES AND TOPICS OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
6. INTERNET AND • utilise the Internet and e- • explain why we use e-mail
E-MAIL mail for research and and Internet
communication purposes • describe the advantages and
• understand the disadvantages of using e-
requirements for Internet mail and Internet
connectivity • specify the hardware and
software needed for
Internet connection
(modem, Web browser)
• explain the term service
provider and its functions
• explain proper netiquette
• create an e-mail account
• write and send an e-mail
• search the Internet for
cross-curricular issues
• send an e-mail with an
attachment
• compose a drawing
illustrating the different
elements that comprise an
e-mail address.

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 LEARNING BASIC COMPETENCIES
THEMES AND TOPICS OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
6. INTERNET AND • utilise the Internet and e- • explain the following:
E-MAIL mail for research and - world wide web (www)
(continued) communication purposes - search engines
• understand the - newsgroups
requirements for Internet - FTP (file transfer
connectivity protocol, download and
(continued) upload)
- web site
- web page
- URL (uniform resource
locator)
- Hyperlink
• examine different
technologies to connect to
the Internet (i.e., ISDN
lines, analogue lines,
satellite links, wireless,
microwave, etc.)
• create a simple website
using Publisher
• define and describe video
conferencing

∗ Teachers can set up e-mail in the computer lab on a peer-to-peer network so that e-mails are sent only to those connected within the
computer classroom.
∗ Internet searches can be simulated using a CD-ROM such as Encarta or similar.

26
JSC Computer Studies Syllabus NIED 2012
 LEARNING BASIC COMPETENCIES
THEMES AND TOPICS OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• define the term data
7 COMMUNICATION communication
AND • distinguish between
NETWORKING • examine data receiving and sending
7.1. Communication communications in terms devices
of data transmission and • list the hardware and
communication speeds software needed for
communication:

hardware
° modem (internal and
external)
° telephone link
° ISDN adaptor
° ADSL adaptor

software
° e-mail program
° communication
software (skype, sms,
mms, etc.)
• describe how data is
transmitted and received
• describe how errors can
occur during the
transmission of data, e.g.
° electrical interference
° changing of bits
° lack of memory
° power failure
° physically damaged
medium

27
JSC Computer Studies Syllabus NIED 2012
THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
• explain what is meant by
7 COMMUNICATION rate of data transmission
AND • distinguish between serial
NETWORKING • examine data and parallel transmission of
7.1. Communication communications in terms data
(continued) of data transmission and • differentiate between the
communication speeds following communication
* The Communication (continued) ports:
theme should be expanded - USB
as part of the Internet - serial
theme - infrared
- Bluetooth

7.2 Networking • Distinguish between the • explain the purpose of the

different types of following network devices:
networks - node
- workstation
- hub
- switch
- router
- wireless devices
- NIC (Network Interface
card)
- gateway
- bridge

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JSC Computer Studies Syllabus NIED 2012
THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
7.2 Networking
(continued) • Distinguish between the • differentiate between the
different types of following transmission
networks media:
(continued) - infrared
- Bluetooth
- satellite
- microwave
- wireless
- cables
° coaxial
° fibre-optic
° twisted pair

• describe the following:

- file server
- application server
- printer server
- web server
- proxy server

• define communications
protocol

• explain why
communications protocol is
necessary

29
JSC Computer Studies Syllabus NIED 2012
THEMES AND TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to
Learners will GRADE 8 GRADE 9 GRADE 10
7.2 Networking • distinguish between
(continued) • Distinguish between the different networks
different types of according to
networks
size
(continued) - local area network
(LAN)
- metropolitan network
(MAN)
- wide area network
(WAN)
(explain why organisations
would use a LAN, MAN
or WAN, e.g. schools,
governments, banks,
businesses big or small,
medical centres, etc.)

network topology
- star
- bus
- ring
- hybrid
(describe and draw diagrams
of the different topologies)

network architecture
- client server
- peer-to-peer
(describe and compare the
above-mentioned
networks)

30
JSC Computer Studies Syllabus NIED 2012
11 ASSESSMENT

A learner-centred curriculum and learner-centred teaching use a broad range of knowledge and skills,
which are relevant to the knowledge-based society. The basic competencies in the syllabuses state what
understanding and skills a learner must demonstrate as a result of a teaching-learning process, and
which will be assessed. However, it is intended that the curriculum be learning-driven, not assessment
and examination driven. Assessment and examination are to support learning.

11.1 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 elicit reliable and valid information of the
learner’s performance in the basic competencies. The information gathered about the learners’ progress
and achievements should be used to give feedback to the learners about their strong and weak points,
where they are doing well, and why, and where they need to try more, how, and why. The parents
should be regularly informed about the progress of their child in all subjects, be encouraged to reward
achievements, and given suggestions as to how they can support their learning activities.

The learner’s progress and achievements in all subjects must be reported to parents on the school report.

11.2 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 learned
- 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 accumulation
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.

11.3 Informal and formal methods

The teacher must assess how well each learner masters the basic competencies described in the subject
syllabuses 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 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, making value judgements, and in their participation in general.

When it is necessary to structure assessment more formally, the teacher should as far as possible use the
same sort of situation as ordinary learning and practice situations to assess the competency of the
learner. The use of formal written and oral tests can only assess a limited range of competencies and
therefore should not take up a great deal of time. Short tests in any subject should be limited to part of a
lesson and only exceptionally use up a whole lesson. End-of-term tests should only be written in the
first lesson of the day, so that teaching and learning can continue normally for the rest of the time.

In Grade 10 a mock examination may be held to learn examination skills and to identify areas of the
syllabus which may need extra attention. Mock examinations only serve a useful purpose if they are

31
JSC Computer Studies Syllabus NIED 2012
used as a learning experience in how to organise oneself, how to read the paper, how to interpret and
answer examination-type questions, and how to allocate time in an examination. This involves the
teacher going through the paper systematically with the class when their answers are returned.

11.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to know
where it is necessary to adapt methods and materials 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 process in terms of tasks completed, participation, what the learners
have learnt, and what can be done to improve the working atmosphere and achievements of the class.

11.5 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 Basic Competencies, and are not related to how well other learners are
achieving 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.

11.6 Grade descriptors in the Junior Secondary Phase

In the Junior Secondary phase, grades A-G and U (ungraded) apply as follows:

Mark
Grades Grade descriptor
range
Achieved Basic Competencies exceptionally well. The learner is
A 80%+
outstanding in all areas of competency.
Achieved Basic Competencies very well. The learner is highly
B 70-79%
proficient in most areas of competency.
C 60-69% Achieved Basic Competencies well.
D 50-59% Achieved Basic Competencies satisfactorily.
Achieved a sufficient number of Basic Competencies to exceed
E 40-49%
the minimum competency level.
Achieved the Basic Competencies needed to be considered
F 30-39%
competent. The learner needs learning support.
Achieved the minimum number of Basic Competencies worthy
G 20-29%
of a grade. The learner needs learning support
Did not achieve the minimum level of competence. The learner
U 0-19%
needs learning support

11.7 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 on completion of a topic may be recorded for continuous assessment. Non-
promotional subjects in the Upper Primary and Secondary grades should be assessed through informal
continuous assessment methods and letter grades awarded directly. These grades must be reported to the
parents on the termly school report, but will not count for promotion purposes.

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JSC Computer Studies Syllabus NIED 2012
11.8 Assessment Objectives

The three assessment objectives for Computer Studies are:

A. Knowledge with Understanding
Learners should be able to demonstrate knowledge with understanding about computing, in
relation to:
1. the range and scope of information processing applications;
2. the effects of the use of computers;
3. the range of equipment, tools and techniques used to solve problems;
4. the functions of the main hardware and software components of information processing
systems.
(Questions assessing these objectives will often begin with words such as:
name, identify, define, state).

B. Problem Solving and Realisation

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

C. Application
Learners should be able to:
1. organise, interpret and present data to provide useful information;
2. recognise and present information in a variety of forms;
3. communicate in appropriate ways information about applications of computers, problems
and their solutions;
4. propose and 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 .... ).

11.9 Continuous Assessment: Detailed guidelines

Continuous assessment at Junior Secondary level consists of informal and more formal assessment. The
table in 11.9.2 specifies how formal assessments are required for assignments, projects and shorter tests,
in order to give an overall picture of the learner’s knowledge and skills.

11.9.1 Types of continuous assessment

Project: A project is a longer assignment than a topic task and gives learners an opportunity to
complete an investigation into one of the themes/topics outlined in the syllabus. This type of
investigation will enable the teacher and learner to pursue a topic in greater depth and in a more lively
and creative way than possible with short discrete topic tasks. At least one project per trimester for the
first two trimesters.

33
JSC Computer Studies Syllabus NIED 2012
Note: For Grade 10, the comprehensive project may be spread over the first two trimesters, e.g. the
Word Processing part could be dealt with in the first trimester and the other in the second trimester.
Marks will be allocated to each project. (See Annexure 1: Guide to assess projects)

Topic Tasks: These are activities that most teachers already use in their day to day teaching. These are
recorded, assessed activities that could introduce a topic or be used during teaching of a topic and/or
revision of a topic. They may include assessment involving competencies to do with locating
information, conducting surveys, analysing information or presenting information. Topic task will
involve assessment of basic competencies 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 to meet the weighting shown in the Specification Grid on page 31.
At least two topic tasks per trimester and these marks should be converted to 25 marks when entered
into the final mark sheet.
Note: Topics not covered in a project should be included in topic tasks.

Topic Tests: Completed topics should be ended off with a test indicating the achievements of the
learners in these topics.

End of term test: Will be a comprehensive test of the whole term’s work. No homework
should be assigned during the time of writing end of term tests.

11.9.2 Summary of Continuous Assessment Tasks

CONTINUOUS ASSESSMENT GRADES 8 & 9

TERM 1 TERM 2 TERM 3
COMPONENTS Number Number Number
Total Total Total
& Marks & Marks & Marks
Projects 1 x 40 40 1 x 40 40
Topic Tasks 2x25 50 2x25 50 2x25 50
Topic Tests 2x15 30 2x15 30 2x15 30
End of Term Tests 1x30 30 1x30 30
Term Marks 150 150 80
Weighted Term (150÷1.5) (150÷1.5)
Marks 100 100

CONTINUOUS ASSESSMENT GRADE 10

COMPONENTS TERM 1 TERM 2
Number & Number &
Total Total
Marks Marks
Projects 1 x 40 40 1 x 40 40
Topic Tasks 2x25 50 2x25 50
Topic Tests 2x15 30 2x15 30
End of Term Tests 1x30 30 1x30 30
Term Marks 150 150
(150÷1.5) (150÷1.5)
Weighted Term Marks
100 100

34
JSC Computer Studies Syllabus NIED 2012
11.10 End of year examinations: Detailed guidelines

In grades 8 and 9 there will be internal end-of-year examinations. As before, the purpose of these
examinations 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.

It is of utmost importance that learners are assessed on their knowledge of all the topics covered during
the PHASE, not in that year. Thus grade 9 learners will write an examination based on work done in
grade 8 and grade 9.

There will be an external examination at the end of Grade 10. The purpose of the examination is to
assess how far each learner can demonstrate their achievement in reaching the competencies as a
preparation for everyday life and for further studies or training, and to what extent the system as a
whole is enabling learners to achieve optimally.

The aim of the papers is to be more practical. No question within a section should count more than 4
marks (but questions having sub-questions can count more than 4 marks). The learner should know how
and why the computer is performing certain tasks. The description of the paper is shown below:

Written Examination Grade 8

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

100
TOTAL 130

35
JSC Computer Studies Syllabus NIED 2012
 Written Examination Grade 9
Description Of Questions Duration Marks
PAPER 1 1h 30 min
SECTION A: Multiple choice
(30 questions of 1 mark each) 30
Differentiated questions on all topics
SECTION B: Question 1:
10
5 Definitions (2 marks each) covering the
syllabus
Further questions: A variety of compulsory questions of
variable mark value, which require answers of varying length
and difficulty. The questions will be based on all sections of
the syllabus in line with the assessment objectives. At least
90
one question will assess learners on trace tables and
algorithms (20 marks).

TOTAL 130

Written Examination Grade 10

Description Of Questions Duration Marks
PAPER 1 2h15min
SECTION A: Multiple choice
(30 questions of 1 mark each) 30
Differentiated questions on all topics
SECTION B: Question 1:
5 Definitions (2 marks each) covering the
syllabus
10
Further questions: A variety of compulsory questions of
variable mark value, which require answers of varying length
and difficulty. The questions will be based on all sections of
the syllabus in line with the assessment objectives. At least
one question will assess learners on algorithms, trace tables
and programming (30 marks). The remaining 60 marks
90
should have the following weighting:
Hardware and software / Operating systems: 10 marks;
Application software: 25 marks;
Structured questions relating to computer usage and its
effects on society: 25 marks.
TOTAL 130

36
JSC Computer Studies Syllabus NIED 2012
11.11 Promotion marks

In Grades 8-10, Continuous Assessment contributes 35% of the summative mark.

The weighting of each assessment component is as follows:

Component Description Marks Weighting
Section A 30 15%
Section B (100):
Definitions 10 5%
Hardware and software
10 5%
Operating system
General application
25 12.5%
software
End-of-year Examination
Structured questions
relating to computer
25 12.5%
usage and its effects on
society
Algorithm segments,
trace table and problem 30 15%
solving
Projects 19 9.5%
Topic Tasks 23 11.5%
Continuous Assessment
Topic Tests 14 7%
End of Term Test 14 7%
TOTAL MARKS 200 100%

37
JSC Computer Studies Syllabus NIED 2012
The promotion marks are calculated as follows:

PROMOTION MARK FOR GRADES 8 & 9

Term 1 Term 2 Term 3 Total
Term mark 150 150 80 380
CA mark 380÷38×7 70
End-of-year examination 130
Promotion Mark 200÷2 100

PROMOTION MARK FOR GRADE 10

Term 1 Term 2 Total
Term mark 150 150 300
CA mark 300÷30×7 70
End-of-year examination 130
Promotion Mark 200÷2 100

11.12 Specification Grids

The specification grids below indicate the mark weighting allocated to each objective for both
Continuous Assessment and for the Written Examination.

CONTINUOUS EXAMINATION
TOTAL (%)
ASSESSMENT (%) (%)
GR 8 GR 9 GR 10 GR 8 GR 9 GR 10 GR 8 GR 9 GR 10
A Knowledge With
10 5 5 40 30 15 50 35 20
Understanding
B Problem Solving
10 10 20 15 20 25 25 30 45
And Realisation
C Application 15 20 10 10 15 25 25 35 35
Weighting 35% 35% 35% 65% 65% 65% 100% 100% 100%

38
JSC Computer Studies Syllabus NIED 2012
ANNEXE 1: Guide to Assess a Project

Grade 8 and 9

Program

Width, height
Spell checker

- over whole
- Important

Formatting

Formulae
(Any two of the suggested 5)

Font size

headings

program
Spelling

Display
bigger
Use of

Fonts

Total
page
Word Processing
e.g. Menu 4 8 2 6 20 x 2 = 40
Advertisement 4 8 2 6 20 x 2 = 40

Spreadsheet
e.g. Mark sheet 2 8 10 20 x 2 = 40

Logo
e.g. proposed design
- tessalation 8 12 20 x 2 = 40
- relative design with variables 8 12 20 x 2 = 40

39
JSC Computer Studies Syllabus NIED 2012
 year)

Database
Program

Cards
Budget
Spreadsheet
e.g. Price list

e.g. Brochure
e.g. Tuck-shop

Certificates
Sports club
(Any two of the

Word Processing
Grade 9 and 10

e.g. School reports

Desktop Publishing
suggested topics per

Newspaper article
Design layout

15
10
5
Spelling and grammar

5
Use of columns

JSC Computer Studies Syllabus NIED 2012

Headings (font, alignment) use

5
5
of symbols, Import files

Graphics, pictures,

15
10 insert table

Page layout (displayed well

5

over A4 sheet
Background

5
Create tables
15

40
Create queries
15
5

Design layout
5

Use mail merge

4

Design the spreadsheet

4

Correctness of information

Formatting
10

Use formulae
10

Create a chart/graphs
10
2

Display of spreadsheet

Total
40
40
40
40
 for a
work:

WORD
different

Learners,
Members
created by

Mark sheet,

e.g. Clients,
Reports etc.
applications

Mail Merge.
e.g. Create a

DATABASE
project which

(This could be
dealt with over
two trimesters)
comprehensive

PROCESSING
Possible course

document using
This schedule is

lists, Score Cards,

SPREADSHEETS
e.g. Budgets, Price
include documents
Fonts
- Different fonts (2)

6
- Different sizes(2)
- Consistent &
appropriate (2)
Grade 10 (Comprehensive Project)

Formatting
- Alignment (1)

5
- Bold, Underline, Italics (2)

JSC Computer Studies Syllabus NIED 2012

- Bullets/numbering (2)

3
DTP (use of graphics)

3
Columns/Tables

2
Page numbering
7
Mail Merge
2

Word count & Spell check

3

Header/Footer (not page

numbering
2

Different margins

Optional (for extra marks) Web page, Programming, Power Point presentation

41
2

Orientation
5

General impression

Design Layout
- centre
3

- heading
- page layout
2

Sort (ascending /descending)

Formatting, e.g. bold, centred,

3

cells, decimal values, currency,

percentage
4

Filter & Auto fill

3

Use of formulae
5

Create charts
5

Design of Database
5

Create tables - type fields etc.

5

Create Queries
3

Different Views
2

Reports
20
20
40

TOTAL
 structures
structures
following:
include the

3. Decision
2. Repetition
programming

1. Procedures
Studies should
Course work on

PROGRAMMING
Identification of the problem

2
How well is the problem identified?
Grade 10 (Programming)

(Not at all 0, vaguely 1, clearly 2)

Statement of specific objectives

2
How clearly stated are the specific objectives to be achieved?
(Not stated 0, implicitly 1, explicitly 2)
Clarity of plan of action

JSC Computer Studies Syllabus NIED 2012

How clear is the candidate’s overall plan for the solution of

2
the problem?
(No plan 0, difficult to follow 1, clear 2)
Use of separate modules

2
Are separate modules easy to distinguish and connect?
(No stages 0, confused 1, clear 2)
Clarity of Algorithms

3
How clear are the algorithms for each stage?
(No algorithms 0, confused 1, clear but incomplete 2, clear 3)
Explanation of need for hardware
Is the need for each piece of hardware related to the

42
information requirements of the solution?
(No connection 0, vaguely 1, clearly but incomplete 2, well 3)

Plausibility of Algorithms

2
How plausible are the algorithms?
(No logic 0, most fail 1, most work 2)
Appropriateness of tools and techniques
3

Have appropriate tools and techniques been employed?

Simplicity of user documentation

How well could a novice use the solution by following the
2

instructions provided?
(No instructions 0, with difficulty 1, easily 2)
Usefulness of sample runs
2

How useful are the sample runs provided?

(None provided 0, a little use 1, very useful 2)
Candidate’s evaluation of the solution
2

How sound is the candidate’s solution?

(None offered 0, fanciful or inaccurate 1, reasonable 2)
Technical skill
What level of technical skill and mastery is shown in the use
13

of software or programming?
(None 0, weak 1-4, competent 5-8, high level 9-13)
Testing of standard data
2

How good is the testing of standard data?

(Not done 0, one or both weak 1, one thorough 2)
Total
40
ANNEXE 2: Assessment Record Sheet for Grades 8 and 9
ASSESSMENT RECORD SHEET COMPUTER STUDIES Grade: ............................. Year: ........................

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

Weighted Term Mark

Total of Term Marks

End of Term Test

Promotion Mark
Examination
End-of-year
Term Mark
Topic Task

(380÷38×7)
Topic Test

CA Mark
(150÷1.5)

(200÷2)
Project
Term

Name of Learner
40 25 25 15 15 30 150 80 100 380 70 130 100
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3

43
JSC Computer Studies Syllabus NIED 2012
ANNEXE 3: Assessment Record Sheet for Grade 10
ASSESSMENT RECORD SHEET COMPUTER STUDIES Grade: ............................. Year: ........................

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

Weighted Term Mark

Total of Term Marks

End of Term Test

Term Mark
Topic Task

(300÷30×7)
Topic Test

CA Mark
(150÷1.5)
Project
Term

Name of Learner
40 25 25 15 15 30 150 100 300 70
1
2
1
2
1
2
1
2
1
2
1
2
1
2

44
JSC Computer Studies Syllabus NIED 2012
The National Institute for Educational Development
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NAMIBIA

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Facsimile: + 64 62 509073

E-mail: [email protected]
Website: http://www.nied.edu.na

© NIED 2012

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