ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

SOFTWARE ENGINEERING
SYLLABUS
FORMS 5 - 6

2024 - 2030

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rights Reserved

2024
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Software Engineering Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contributions in the development of this syllabus:

• The National Software Engineering Panel

- Secondary Computer Studies Teachers
- Zimbabwe School Examinations Council (ZIMSEC)
• United Nations Children’s Fund (UNICEF)
• United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Software Engineering Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS ..................................................................................................................... i

CONTENTS ........................................................................................................................................... ii

1.0 PREAMBLE .................................................................................................................................... 1

2.0 PRESENTATION OF SYLLABUS .................................................................................................. 1

3.0 AIMS ................................................................................................................................................ 1

4.0 SYLLABUS OBJECTIVES ............................................................................................................. 1

5.0 METHODOLOGY AND TIME ALLOCATION ................................................................................. 2

6.0 TOPICS ........................................................................................................................................... 2

7.0 SCOPE AND SEQUENCE CHART ................................................................................................ 3

8.0 COMPETENCY MATRIX ................................................................................................................ 5

FORM 5 ................................................................................................................................................. 5

FORM 6 ................................................................................................................................................. 9

9.0 ASSESSMENT ................................................................................................................................ 12

10.0 GLOSSARY/APPENDICES .......................................................................................................... 15

Software Engineering Syllabus Forms 5 - 6

1.5 Cross-Cutting Themes

1.0 PREAMBLE
The teaching and learning of Software Engineering
1.1 Introduction should integrate the following cross cutting themes:

Software engineering is the branch of computing that

Cross Cutting Themes Examples
creates practical and cost-effective solutions to real life
problems by applying scientific knowledge. This syllabus Life skills Computer based
is designed to cover the two years of advanced second- systems
ary education. It equips learners with software devel- Enterprise skills and financial Project
opment skills and prepares them for self-sustenance, literacy management
professional development and lifelong learning. Collaboration Project teams
Gender equality Encouraging
1.2 Rationale equal
opportunities in
Software plays a central and underpinning role in as- the use of ICTs
pects of daily life such as communications, governance, Environmental issues Feasibility study
manufacturing, banking and finance, education, transpor- during system
tation, entertainment, medicine, agriculture and law. development
Disaster Risk Management System security
This course equips the learner with fundamentals of
software engineering including understanding system re-
quirements, effective methods of design, coding, testing, 2.0 PRESENTATION OF
teamwork and the application of software engineering
tools. The course provides an opportunity for the learner
SYLLABUS
to identify socio-economic problems in a real world set-
ting and develop practical and sustainable solutions. The Heritage Based Software Engineering syllabus is
presented as one
document for Forms 5 and 6.
1.3 Summary of Content

The Heritage Based Software Engineering Syllabus 3.0 AIMS

covers software development processes, securing
computer systems,adherence to professional and The Heritage Based Software Engineering aims to enable
ethical standards and business initiative. learners to:

3.1 appreciate the benefit of software design in

1.4 Assumptions
solving everyday problems
3.2 develop software systems
It is assumed that learners:
3.3 appreciate the ever evolving nature of com-
puter systems
• have passed Computer Science and Mathematics
3.4 be confident and creative in the development
at Form 4 level or equivalent
of software projects
• have acquired skills in system development
3.5 adhere to ethical practices when developing
• are conversant with at least one programming
software
language

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

• identify software development needs and chal-

lenges that require various solutions
• formulate solutions to meet desired needs based
on user requirements
• justify the need for ethical, legal, security and
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Software Engineering Syllabus Forms 5 - 6

social responsibilities in software development 6.0 TOPICS

• analyze the impact of computer based solutions on
individuals, organizations, and society
• develop software projects using modern software The syllabus consists of the following topics:
engineering techniques and tools
• apply entrepreneurial skills to commercialize soft- 6.1 Software Process Models
ware products 6.2 Software Project Management
• apply the concepts of system development pro- 6.3 Software Design
cesses in problem solving 6.4 Data Structures and Algorithms
• demonstrate the ability of teamwork during soft- 6.5 Programming
ware development 6.6 Security and Ethics
• use knowledge from other disciplines in the devel- 6.7 Quality Assurance and Testing
opment of computer applications 6.8 Enterprise in Software Engineering
• demonstrate an awareness of the evolving nature
of computer systems

5.0 METHODOLOGY AND TIME

ALLOCATION

5.1 Methodology

The teaching and learning of Software Engineering is

based on a learner-centred approach. The following
methods are recommended:

• Problem solving
• e-Learning
• Multi-media
• Simulation and modeling
• Discovery
• Experimentation
• Project-based learning
• Question and answer
• Demonstrations
• Team teaching
• Discussion
• Educational Tours
• Research and Presentations
• Expert guest presentations

5.2 Time Allocation

This learning area should be allocated at least 7 periods of

minutes per week. Learners should be engaged in each
of the following at least once a year: Educational Tour,
Exhibition, Seminar and a week of practical orientation.

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7.0 SCOPE AND SEQUENCE CHART

TOPIC FORM 5 FORM 6

7.1 Software Process Models • Software Engineering Application Areas
• Process Models
7.2 Software Project Management • Characteristics of software projects
• Project management skills
• Software Crisis/Failure
• Project Planning
• Project Scheduling
7.3 Software Design • Software Design strategies • Architectural design
• Interface design • Detailed design

7.4 Data Structures and Algorithms • Pseudo-code structures

• Sorting and searching algorithms
• Dynamic and static data structures

7.5 Programming • Web based programming • Object Oriented Programming

• Database systems • Advanced Programming

7.6 Security and Ethics • Common threats and software vulnerabilities

• System Security
• Risk management techniques
• Ethics
• Security policy
• Cyber crime

7.7 Quality Assurance and Testing • Testing Approaches • Software Quality Attributes
• Testing Levels • Software Quality Assurance
• Safety and security
• ISO standards

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7.8 Enterprise in Software Engineering • Careers in Software Engineering

• Business Viability
• Marketing Strategies
• Intellectual Property Rights

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8.0 COMPETENCY MATRIX

FORM 5

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be able (knowledge, skills, LEARNING ACTIVITIES AND LEARNING
to: values and attitudes) NOTES RESOURCES
8.1 • identify opportunities • application areas for system • Selecting possible application • Software
Softw forsoftware development such as areasas groups Development
are development education,government, Forums
Proce banking and mining • National ICT Policy
ss • Discussing the stages and • CASE tools
Model • outline the stages • Process Models: activitiesof each process model • Word processing
s ofeach process - SDLC generic model software
model - RAD • Innovation hub
- Prototyping Centres
• Producing the documentation
- Object Oriented • Software
• Project Documentation fortheir group project
development
• explain the
companies
importanceof • Applying software process models
documentation in toa project
software
development
• develop a project
usingprocess
models
8.2 Software • explain • Characteristics of software • Describing characteristics • Software Crisisarticles
Project characteristics projects ofsoftware projects • Y2K problem CaseStudy
Manageme software projects • Discussing project • Internet
nt • identify project • Project management skills managementskills
management • Applying project management
skills skillsin software development
• Discussing the issues relating
• Software Crisis/Failure tosoftware crisis
• explain common • Investigating the causes of
causesof software softwareproject failure in a given
project failures scenario

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TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be able (knowledge, skills, LEARNING ACTIVITIES AND LEARNING
to: values and attitudes) NOTES RESOURCES
• develop a • Project Planning • Constructing a project plan • Project Plan
realisticproject - Software Development Plan Guideline
plan - Quality Assurance Plan • Analysing project proposals • PMBOK Guide
• evaluate a project plan - Validation Plan • Software Extensionfor
- Configuration Management Plan • Determining the skill sets of Project Management
• identify the relevant - Maintenance Plan projectteam members Guide
skills for a project - Staff Development Plan
team
• determine the • Project Scheduling • Calculating the amount of • Project
time resource time management
needed forproject required for project completion software
completion • Tools for Schedule • Statistical tools
• develop project Development • Designing a project schedule
schedules - Critical Path Method (CPM) usingtools: CPM and GANTT
using - GANTT Chart charts
appropriate • Designing GANTT charts
tool(s)
8.3 • outline software • Software Design strategies • Discussing software • Internet
designstrategies - Structured design designstrategies • CASE tools
Software - Function oriented design • Web design tools
Design - Object oriented design e.g HTML, Joomla,
• apply appropriate • Interface • Designing user interface for WordPress
userinterface design design theirgroup projects • Design tools such as
principles used in - User interface Microsoft Visio,Adobe
Software - Web based design Photoshop,CorelDraw
Development

8.4 Data • use pseudocode • Pseudo-code structures • Formulating trace tables • Multi- Media
Structure structures in for agiven algorithm Tutorials
sand algorithmdesign
Algorithm • apply sorting and • Sorting algorithms • Using sorting and • Open source
s searching algorithms - Bubble searching algorithms to packages
inproblem solving - Quick solve problems
• Searching algorithms
- Linear • Discussing the concept of
- Binary datastructures
• outline static and • Dynamic and static data structures
dynamic data - Trees • Using operations on
structures - Arrays datastructures

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TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be able (knowledge, skills, LEARNING ACTIVITIES AND LEARNING
to: values and attitudes) NOTES RESOURCES
• perform operations
on binary trees and
arrays
8.5 • develop a web- • Web Application Development • Creating a web • Client-side
Programming basedapplication - client-side development application following programming
- server-side development appropriate design languages suchas
principles Java Script
• distinguish • Database Systems • Server-side
databasesystems - File based database systems programming
- Relational database systems • Creating a database tools such as
- Database Management Systems • Comparing and PHP, VB.Net
- Normalization (2nd normal form) contrasting database • Database packages
• develop a database systems such as Microsoft
for aweb-based Access, SQL and
application • Integrating database systems MySQL
to aweb application
• normalize database
tables up to 2nd
normalform • Normalizing database tables up
to 2nd normal form
8.6 Security • analyze common • Common threats and • Evaluating major counter • Antivirus
andethics threatsand softwarevulnerabilities such measures to software and software
vulnerabilities of as: systemattacks • Firewalls
software systems - Malware • Anti-spyware
- Botnets • Video Clips
- Phishing • Applying security techniques in • Library functions
• examine user • System Security designed solutions • Programming
levelsecurity - User level security measures • Conducting case studies packages such as
measures o Antispyware/ antivirus ondifferent attack Visual Basic,Java
o Firewalls scenarios and C++
• identify sources of - Programming and Security
vulnerability arising • listing tools used to
at the programming eliminate vulnerabilities at
level programminglevel
• explain tools used to • applying security features found
eliminate inprogramming languages
vulnerabilitiesat
programming level

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TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be able (knowledge, skills, LEARNING ACTIVITIES AND LEARNING
to: values and attitudes) NOTES RESOURCES
• explore techniques • Risk management techniques • Conducting case studies on • Tools such as Logic
andpractices of risk Riskanalysis and Manager
management management
• Formulating a disaster
recoveryplan in case of
system failure:
• system back-ups
• System restore
• identify code of ethics • Ethics • Applying code of ethics • Data ProtectionAct
andprofessional andprofessional practices • Second Science
practices in Software in SE Technology and
Engineering (SE) • People and security Innovation Policyof
• demonstrate • Discussing ethical issues in SE Zimbabwe (2012)
ethicalpractices • Data protection legislation • Print and Electronic
in SE • Describing relevant legislative Media
• identify relevant andregulatory frameworks in • Case Studies onData
legislativeand regulatory • Security Policies SE Protection and
frameworks in systems • Cybercrime Legislation issues
security • Analyzing the effects of • National ICT
• analyse various types cybercrimefrom case studies Policy
ofCybercrime

8.7 Quality • use different testing • Testing Approaches • Applying testing approaches to • Automated testing
Assuranc approaches in - Black box testing allthe levels of the group tools suchas HTML
e and software - White box testing project unit, Selenium
Testing development • Testing Levels • CASE Tools
• outline various - Unit testing • Validating software through • Multimedia
testinglevels in - Module testing thevarious testing levels tutorials
system - System testing • Demonstrating the use • Expert Guest
development - Acceptance testing ofautomated testing
tools

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FORM 6

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (knowledge, skills, LEARNING ACTIVITIES AND NOTES LEARNING
ableto: values and attitudes) RESOURCES
8.8 • explain the • Architectural design • Discussing the design • Multimedia
Softw architecturaldesign - Organisation process for given systems tutorials
are process and - Control modelling such as embedded,database, • CASE tools
Desig architectural - Modular decomposition banking, mining, education • Design Tools
n models and web based • Such as MicrosoftVisio,
• Architectural models Corel Draw, Adobe
- Static • Discussing the Photoshop
• outline the - Dynamic importance of • Expert Guest
importance of - Interface architectural styles in
architectural styles • Architectural styles softwaredesign
in Software Design - Client server
- Service oriented • Researching on architectural
- Layered styles
• Detailed Design
- Analysis models
• demonstrate how - Design models
detailed design is • Applying detailed design in
usedto further softwaredevelopment
decompose • Conducting educational tours
analysis and to ITcompanies and
design models manufacturing industries

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TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be able to: (knowledge, skills, values and LEARNING LEARNING
attitudes) ACTIVITI RESOURCES
ESAND NOTES
8.9 Programming • outline features of • Object Oriented Programming • Implementing classes • Object Oriented
Object- Oriented - Classes • Demonstrating the Programming toolssuch
Programming (OOP) - Encapsulation useof Singleton and as Java, Python,
- Polymorphism ModelView VB.NET, PHP
- Inheritance Controller • Animation softwaresuch
• design games and • Advanced Programming (MVC)design as Scratch, Adobe
mobileapplications - Mobile applications patterns Creative Suite
- Gamming and Animations • Designing mobile
deviceapplications
• Designing games
withindigenous
orientation
8.10 Quality • explain software quality • Software Quality Attributes • Discussing the • Field trips
Assurance and attributes and their importance of • ISO Standards
Testing importancein quality quality assurance Documents
assurance process attributes insoftware
quality management
• Discussing the
importance of
softwaretools and
• Software Quality Assurance techniques
• demonstrate the use of - Quality policy • Applying quality
qualityassurance tools and - Tools and techniques assurance tools
techniques in quality
o Inspection andtechniques in
management
o Audit trials their software
• Safety and Security Management projects
• outline the importance
• Discussing the
ofsafety and security
importance of ISO
management in
standards in
quality assurance
software
• ISO Standards (ISO 9000) development
• recognize appropriate ISO
• Applying ISO
Standards
Standards relevant
totheir project
areas
• Conducting case
studies related to
qualityassurance and
testing insoftware
management
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8.11 Enterprise • identify careers in SE • Careers in SE • Identifying careers in SE • Expert

in Software • Conducting educational guests’
Engineering • describe the duties done by • Business viability: tours to software presentation
SE professionals - Benefits realization development companies • Print and
- Cost analysis • Participating in IT Electronic Media
- Trade off analysis expos/fairs/events • Internet
• evaluate cost effective • Discussing on cost • Business
solutions in SE effective solutions in SE journals
• outline ways of marketing • Return on investment • Researching on viability • Statistical tools
software of software • Print and
development project Electronic Media
• evaluate marketing • Marketing strategies • Designing marketing • Expert Guest
strategies strategies
• recognize intellectual • Intellectual Property Rights • Discussing intellectual
property rights property issues

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9.0 ASSESSMENT

The Heritage-based Software Engineering syllabus learning area for form 5 and 6 shall be assessed through School
Based Continuous Assessment (SBCA) and Summative Assessment (SA). These assessments shall be guided by the
principles of inclusivity, practicability, authenticity, transparency, flexibility, validity and reliability. The principles are crucial
for creating a supportive and effective learning environment that fosters growth and development in learners at secondary
school level. Arrangements, accommodations and modifications shall be visible to enable candidates with special needs
to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and the specification grid.

9.1 Assessment Objectives

Learners will be assessed on their ability to:

9.1.1 identify software development needs and challenges that require various solutions
9.1.2 formulate solutions to meet desired needs based on user requirements
9.1.3 justify the need for ethical, legal, security and social responsibilities in software development
9.1.4 analyze the impact of computer-based solutions on individuals, organizations, and society
9.1.5 develop software projects using modern software engineering techniques and tools
9.1.6 apply entrepreneurial skills to commercialize soft- ware products
9.1.7 apply the concepts of system development processes in problem solving
9.1.8 demonstrate the ability of teamwork during soft- ware development
9.1.9 use knowledge from other disciplines in the development of computer applications
9.1.10 demonstrate an awareness of the evolving nature of computer systems

9.2 Assessment Model

Assessment of learners at Upper Secondary School Level for Heritage-based Statistics Syllabus shall be both Continuous
and Summative as illustrated in Figure 1. School Based Continuous Assessment shall include recorded activities from the
School Based Projects done by the learners. The mark shall be included on learners’ end of term and year reports.
Summative assessment at school level shall include terminal examinations which are at the end of the term and year.

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Assessment Of Learner
Performance in Software
Engineering

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based (Paper 1)
Project (Paper 2)
Profiling Multiple
20% Choice Structured Paper
Questions

Exit Continuous Assessment Summative

Mark (20%) Assessment Mark
Profile (80%)
Certificate

Final Mark (Continuous +

Summative = 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be issued
for checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and Assessment. The
aspects to be profiled shall include learner’s prior knowledge, values and skills, and subsequently the new competences
acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous Assessment and
Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment and 80% to
School or ZIMSEC Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per form which contributes to 20% of the end of year final mark. The end of year
summative assessment shall then contribute 80%. However, for ZIMSEC public examinations, two (2) school based projects
shall be considered as School Based Continuous Assessment at form 5 and 6. The two School Based Projects shall include
those done during form 5 and 6 sessions. Each will contribute 10%.

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9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Execution Stages Project Stage Description Timelines Marks
1 Problem Identification January 5
2 Investigation of related ideas to February 10
the problem/innovation
3 Generation of possible solutions March 10
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected solution June 5
6 Presentation of the final solution July 10
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

The assessment scheme shows the stages that shall be executed by pupils and the timeline at which each stage shall be
carried out. Possible marks, totalling 50, are highlighted to indicate how much can be allocated.

9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Form 6. The examination shall consist of two (2) papers
of equal weighting.

The Scheme of Assessment is intended to encourage positive achievement by all learners.

Paper Form of Assessment Type of Paper Duration Total Weightin

marks g
1 Summative Assessment Free Response 3 Hours 100 40
2 Summative Assessment Practical 3 Hours 100 40
TOTAL 200 80%

9.4 Specification Grid

(i) Content distribution

PAPER 1

TOPIC WEIGHTING (40%)

Software Process Models 20
Software Project Management 15
Software Design 15
Data Structures and Algorithms 10
System security and Ethics 15
Quality Assurance and Testing 15
Enterprising in Software Engineering 10
TOTAL 100

PAPER 2
SECTION WEIGHTING (40%)
Software Design 15
Data Structures and Algorithms 10
Programming 60
System Security and Ethics 5
Quality Assurance and Testing 10
TOTAL 100

(ii) Skills distribution

All internal and external tests on cognitive skills (theory) shall be 40% knowledge and understanding 50% problem
solving and 10% Practical Skills.
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Software Engineering Syllabus Forms 5 - 6
All internal and external practical tests shall be 100% practical skills. Thus the weighting of questions based on the
skills for the subject, Software Engineering, will be as follows:

SKILL Paper 1(%) PAPER 2(%)

Knowledge and 40 10
understanding
Problem Solving 50 30
Practical Skills 10 60
TOTAL 100 100

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9.5 paper Descriptions

Paper 1: Theory (100 Marks)

The paper consists of 10 to 12 compulsory questions.

Paper 2: Practical (100 Marks)

The paper consists of 7 practical questions each worth 20 marks and the candidate is to choose 5.

Paper 3: Coursework (100 marks)

Coursework is made up of 7 items which comprises of five practical assignments and two theory tests. Practical
assignments and tests are set, marked and recorded internally by teachers. Each of these assignments and tests
should match the skills distribution table given above. The internal practical assignments are spaced equitably from
the beginning of term one in Form 5 up to the end of term two in Form 6. The internal theory coursework tests should
be written one in Form 5 and one in Form 6 however the tests should be within the range term two in Form 5 and end
of term two in Form 6. All marked practical and theory scripts including the compiled mark schedule will be submitted
to ZIMSEC.

Paper 4: Project (100 marks)

Examination Centres are advised to encourage their candidates to identify real life problems within their environment
and develop solutions in line with the project guide lines. The project will require candidates to have practical program-
ming experience including writing their own programs, executing (running), testing and debugging them. Knowledge of
programming language syntax will be examined in the project report. The higher ability candidates are to be encour-
aged to extend their practical programming beyond the scope of these tasks. The project work should be carried out
from term two in Form 5 to end of term two in Form 6.The marked project reports including the compiled mark sched-
ule will be submitted to ZIMSEC.

10.0 GLOSSARY/APPENDICES

APPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERS

It is hoped that the glossary will be helpful to learners as a guide. The glossary has been deliberately kept brief not
only with respect to the number of terms included but also to the descriptions of their meanings. Learners should ap-
preciate that the meaning of a term must depend in part on its context.

1 Define is intended literally for only a formal statement or equivalent paraphrases being
required.

2 State implies a concise answer with little or no supporting argument e.g. numerical
answer that can readily be obtained by inspection.

3 List requires a number of points generally each of one word with no elaboration, where
a number of points is specified this should not be exceeded.

4 Explain implies reasoning or some reference to theory depending on the context.

5 Describe expected to state in words (using diagrams where appropriate) the main points of
the concept.

6 Outline implies brevity that is restricting the answer to given essentials.

7 Predict/deduce required to produce the expected answer by making a logical connection

betwee other pieces of information.

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Software Engineering Syllabus Forms 5 - 6

8 Suggest it is used in two main contexts that is either to imply that there is no unique answer or to
imply that learners are expected to apply their general knowledge.

9 Find is a general term that may alternatively be interpreted as calculate, measure,

determine etc.

10 Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation.

APPENDIX II: ACRONYMS

SDLC System Development Life Cycle

SE Software Engineering
VB Visual Basic
PHP Hypertext Preprocessor
HTML Hypertext Markup Language
MySQL Structured Query Language
OOP Object Oriented Programming
ICT Information and Communication Technology
Internet International Network
ISO International Standard Organisation
Y2K Millennium bug Year 2000
CASE Computer Aided Software Engineering
CPM Critical Path Method
PMBOK Project Management Body of knowledge
RAD Rapid Application Development
DFD Data Flow Diagram
MVC Model View Controller

APPENDIX III: PROJECT GUIDE

The project must not exceed 60 pages excluding appendices. The project must include the following layout:
1. Cover Page
2. Table of Contents
3. Project Content (Sections)
4. Appendices
The Appendices include any two of the following
• Sample of completed questionnaires
• Sample of interview questions with respondent answers
• Sample documents
NB the project must be spiral bound.

SECTION A (25 marks)

Selection, Investigation and Analysis

• Define a problem
-
Choice of problem area and background analysis.[3]
• Investigation of the current system
- Data analysis using DFDs, flow charts and ERDs
- Research instruments e.g. questionnaire, record inspection, interviews and observation.
- Identify problems with the current system.[5]
• Feasibility study[5]

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• Requirements specification
-
User
-
Software
-
Hardware.[4]
• Aims and objectives. [5]
• Evidence that the research has been carried out.[3]
- Examples are filled in questionnaires, interviews with respondent answers, sample documents and write up on
observation.

SECTION B (25 marks)

Design
• Consideration of alternative method.[3]
- Justification of proposed solution
[2]
• Input design
- Appropriate data capture forms and screen layouts [4]
• Data Structures/File design
[5]OR
• Object Oriented Design
- Class diagrams
- Use Case diagrams
- Sequence diagrams
• Overall Plan [3]
• Output Design
- Specification and design of the required output
- Interface design (on screen commands)[5]
• Test Strategy/Test Plan
- Select test plan and justify[3]

SECTION C (25 marks)

Software Development

• Techniques that improve the structure, appearance and clarity of the code that is:
- Procedures
- Functions
- Scope of variables (local and global)
- Use of comments
- Blank lines
- Indentation [10]
• Technical documentation
- Algorithms
□ pseudo codes
□ flowcharts for modules
- codes/program listing [7]

• User documentation
- Installation
- Starting the systems
- Navigation of the system
- Exiting the system [8]

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SECTION D (15 marks)

Testing and Evaluation

• User Testing
- Design and select test data
- Test for standard, extreme and abnormal/invalid data
- Evidence of testing to be shown through sample runs and error messages [5]

• System Testing
- Ease of use
□ clarity of instruction to the user
- Reliability
□ produce reliable results, there should be no bugs
- Effectiveness
□ The system should work efficiently
- Produce results with minimum del [5]
• Evaluation Limitations of the system
- Extent of success in meeting the system objectives as stated in the system requirement specification
- Achievements
- Limitations
- Evaluate results against the system objectives – achievements and limitations
- Opportunities for future development [5]

SECTION E (10 marks)

General Expectations

• Depth of Knowledge and Understanding

- Reflects the degree of computing in the project
- Is the code fairly standard?
- Different techniques implemented [2]

• Degree of Originality
- Imagination and innovation
- Has an attempt been made to do something different/unique? [2]

• Overall conduct of the project

- Is the work carefully organized? The degree of help to be reflected [1]
• Quality of the completed report
- Written report should be easy to follow
- Defined sections, page numbers and an index. [5]

APPENDIX IV: RESOURCES AND EQUIPMENT

Infrastructure and Equipment

For a school to run the Software Engineering Syllabus for examination purposes, the under listed infrastructure and
equipment need to be in place

Computer Laboratory

Personal Computers to accommodate 1 learner per computer

NB it is encouraged that the learner be in possession of Laptop or tablet.

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Software Engineering Syllabus Forms 5 - 6

A printer
Air-conditioned laboratory
Open source and /or Licensed software
Computer Desks and Chairs to accommodate the number of students
Dustless Displays for the Teacher (securely-mounted Whiteboard, LCD projector)
Computer Repair Toolkit
Internet connectivity
Alternative power source such as generator, solar, ups

Theory Classroom

Classroom furniture to accommodate the learners

Writing Surface for the Teacher (e.g. securely-mounted Whiteboard, LCD projector)

In both the above cases, there should be adequate lighting and ventilation.

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