MATRIC TECH CURRICULUM

OF

COMPUTER SCIENCE

GRADE IX-X

FOR HEARING IMPAIRED STUDENTS

2023

GOVERNMENT OF PAKISTAN

Ministry of Federal Education and Professional Training

ISLAMABAD
 Contents
Introduction 2
Rationale 3
Aims 3
Objectives 3
CURRICULUM COMPUTER SCIENCE GRADE IX 4
CURRICULUM COMPUTER SCIENCE GRADE X 10
Assessment and Evaluation 15
Guidelines for Writing a Textbook 17
Guideline for Planning and Writing a Chapter 17
Guidelines for Writing Learner Workbook 18
Basic Requirements for Lab (Tools/Equipment) 18
Curriculum Development, Review, and Validation Committee 19

Introduction

The art, profession, and academic field of computer science involves the projection of visual
communications with the aim of delivering specific messages to social groups with specified goals.
As a result, it is an interdisciplinary area of design whose foundations and goals focus on problem
characterization and setting choice objectives through innovation, creativity, and lateral thinking
while applying digital tools to change them for correct understanding. The enhancement of
enhance skills is aided by these activities.
Information technology has opened new avenues that enable unprecedented access to vast bodies
of knowledge and possibilities of collaboration among researchers and scientists. To safeguard
entitlement in this important sphere our children need to be exposed to information and
communication technology at an early stage.
The National Scheme of Studies notified in 2022 includes the National Curriculum of Computer
Science with the following provisions:
“Compulsory subject for Computer Science Group of SSC with two hundred marks (40 for theory
and 160 for Practical), 2 periods a week including 6 periods for practical”.
The intent of the curriculum is to prepare students for achieving the following goals:

● Computer and Information Literacy

● Productivity through Technology
● Computer Hardware and Software
● Communication and Computer Networks Literacy
● Algorithmic Thinking and Problem-Solving
 ● Operating Systems
● System Development

Theory and practical are combined into a learning experience through the curriculum's design. It
will give the students the fundamentals of information and computer literacy. They will pick up
useful computing skills and build algorithmic thinking into their everyday problem-solving
lexicon. The students will have access to a variety of formats of information from electronic
resources.

Rationale
Well-designed pieces of graphic design enable its creators to boost up sales, establishing its
name and earning goodwill in the market, and thereby maximizing the profitable base of the
business. A well-crafted design of graphics seeks to attract the attention of a large number of
people. Without a useful design the company may not be able to highlight its product and increase
its customer base on the site, which affects the business and profitability of the company.

Aims
● Make the learner skilled enough to fulfill the industry requirement
● Give the learners enough knowledge, skills, and attitude courage to startup their own business
● Develop skills to promote personal business and entrepreneurship

Objectives
● Familiarize the students with basic principles and fundamentals of Computer.
● Able to create effective and innovative designs to convey desired ideas.
● Develop basics skills using tools and theory using System.
● Understand creative process to develop techniques and methods of problem solving.
 CURRICULUM COMPUTER SCIENCE GRADE-IX

Chapter 1: Computer Fundamentals

Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes(SLOs) Equipments

Basic The student will be able to: ● Recognition of ● Computer Computer Lab
Concepts of ● Define computer. Hardware and its
Computer ● Understand the Components. accessories
importance of ● Operating
computers. System
● Know about the ● Office
components of computer Software
and their applications.
● Describe usage of
computer.
Fundamentals ● Define Operating ● Identify the ● Computers Computer Lab
of Operating System and its types Operating having
System (Apple macOS, System. Microsoft
Microsoft Windows, ● Create, Copy and Windows,Li
Google's Android OS, nux,
Move files and
Linux Operating System, Google’s
and Apple iOS).
folders. Android OS,
● Understand the ● Delete and mac OS and
objectives of Operating Restore the file its
System. and folder from accessories
● Know about the basic Recycle Bin. like MS
Icons of Operating Office etc.
System.
● Understand the major
functions of Operating
System.
● Working with files and
folders (copy, move,
delete, recycle bin,
personalize desktop etc).
● Install any Operating
System on a system.
 Chapter 2: Computer Hardware
Contents Student Learning Activities/Practical Tools/ Workplac
Outcomes(SLOs) Equipments e
Introduction The student will be able ● Locate the CPU on ● Computer Computer Lab
&Identification to: Motherboard. and its
of Basic ● Know about Central ● Locate the RAM on accessories.
Hardware Processing Unit (CPU). Motherboard.
● Understand the ● Locate the ROM on
importance of Memory. Motherboard.
● Understand the use of
RAM and ROM.
Input/ Output The student will be able ● Identify Input/Output ● Mouse Computer Lab
Devices to: devices. ● Keyboard
● Know about Input/ ● Scanners
Output devices. ● Cameras
● Know about the use of ● Joysticks
correct Input/Output ● Microphones
device according to ● Printers
need. ● Monitors
● Headphone

Expansion Slots The student will be able ● Identify Expansion ● Motherboard Computer Lab
to: Slots from the
● Know about AGP, PCI Motherboard.
and IDE.
● Know about SATA
Interface & Cable and
their usage.
● Know about Memory
Slot and its usage.
Ports and their The student will be able ● Identify Portsfrom ● Motherboard Computer Lab
types to: the system unit.
● Know about the
functions of
o Serial Port
o Parallel Port
o PS/2 Port
o USB Port
o HDMI Port
Types of The student will be able ● Identify Expansion ● Sound Card Computer Lab
Expansion to: Cards on ● Video
Cards ● Know about the Motherboard. Graphic
functions of Card
o Sound Card ● Modem Card
o Video Graphic Card
o Modem Card
 o Network Interface ● Network
Card Interface
o Wireless Network Card
Card ● Wireless
● Understand the Network
importance of SSD Card Card
& SSD HDD ● SSD Card
● SSD HDD

Chapter 3: Operating System

Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes Equipments
Introduction of The students will be ● Classify the type of ● Computer Computer Lab
Operating able to: given software. and its
System ● Define Operating ● Identifying different accessories,
System. components of office
● Know about the specific operating software
functions of Operating system. ● Windows
System. ● Differentiate the ● Linux
● Know about the types of several types of
Operating system like: - operating systems.
a) Windows
b) Linux
● Understand the functions
of basic icons of
Operating System.
Operating The students will be ● Classify the type ● White Computer Lab
System able to: of given software. board
Installation ● Understand the ● Demonstrate the ● Multimedia
installation of OS booting process ● Internet
windows.
from different ● Computer
● Describe different steps system
of installation process.
internal or
● Know about Boot from external storage
storage media (DVD, media.
Mass storage, external ● Install device
hard disk etc.) drivers.
● Understand the
Partitioning and
formatting of SSD/HDD
process.
● Know about the
selection of appropriate
drive.
 ● Understand the
Installation process of
device drivers.

Operating The students will be able ● Create new directory ● White Computer Lab
System Usage to: according to given Board
● Know about copying, properties ● Multimedia
moving, renaming files ● Install device driver ● Internet
and folders. of printer ● Computer
● Know about searching ● Create, copy, move, system
files and folders. and rename files.
● Use Personalize Desktop ● use command prompt
settings. for opening files and
● Use Personalize display folders.
settings. ● Install application
● Know about files software on window.
extension.
● Know about Hide /
Unhide files / folders /
System files.
● Use Device Manager.
● Use Task Manager.
● Use the command
prompt.
Updating and The students will be able ● Update Operating ● White Computer Lab
Upgrading OS to: System. board
● Understand the difference ● Upgrade Operating ● Multimedia
between updating and System. ● Internet
upgrading the Operating ● Computer
System. system
● Understand the process of
updating the OS.
● Know about the free
space of Hard Drive.
● Know about checking
available OS updates
online.
● Know about the Booting
from storage media
(DVD, Mass storage,
external hard disk etc.) or
internet.
 ● Know about the Selection
of appropriate drive.

Chapter 4: Computer Applications (Part-I)

Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes Equipments
Application The students will be able ● Identify Tabs in ● Computer Computer Lab
Basic to: Toolbars and its
● Know about the basic accessories
interface of Computer ● MS office
application like: - software
o Use Menus.
o Use Toolbars
o Filling Out a
Dialog Box
o Using Undo
MS Office The students will be able ● Computer Computer Lab
to: ● Use Ms Office and its
● Define MS Office. accessories
● Describe applications of ● MS office
MS Office (Word, software
PowerPoint & Excel).
● Know about working in
MS word.
● Use MS Word in daily
life.
● Know about working in
PowerPoint.
● Use MS PowerPoint in
daily life.
● Know about working in
MS Excel.
● Use MS Excel in daily
life.
Microsoft The students will be able ● Prepare document on ● Computer Computer Lab
Word to: MS word using its and its
● Know about MS word tools accessories
● Know about the use of ● Use application of ● MS office
font size and style. MS Word. software
● Use formatting
paragraphs.
● Use inserting and editing
text applications.
● Understand the use of
minimize /maximize
ribbon.
● Know about Inserting
symbols.
● Know about Inserting
Page Breaks and Section
Breaks.
● Insert Header, Footer, and
Page Number.
● Insert Picture.
● Insert WordArt.
● Know about Creating and
Formatting Table.
● Understand the usage of
Changing Margins
● Use Hyperlink.
● Insert watermarks.
● Manage a Document
 CURRICULUM COMPUTER SCIENCE GRADE-X

Chapter 1: ComputerApplications (Part II)

Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes Equipments
Power Point The students will be ● Prepare presentation ● Computer and Computer
able to: on components of its accessories Lab
● Know about Elements computer by using ● MS office
of Slide & Slide power point. software
Layout
● Know about the
functions of
o Clip Art
o Graphs
o Tables
o Photographs
o Charts
o Media Clips
o insert Videosin
slides
o ClipArt, Video,
Audio, etc.
o Slide Design
o Animations
o Slide Transitions
o Background
Image
Ms Excel The students will be ● Preparing result Card ● Computer and Computer
able to understand: ● Prepare an excel its accessories Lab
● Know about MS Excel. sheet on class data ● MS office
● Know about the ● (Student, Furniture, software
functions of :- Number of
o Ribbon computers)
o Rows, Columns, ● Converting
Sheets and dataintographical
Workshop format
o Basic Formulas
and Functions
o Charts and
Graphs
o Shortcut Keys
Introduction to The student will be able ● Create a page with ● Computer and Computer
InPage to: default setting. its accessories Lab
● Define InPage. ● InPage
● Understand the
purpose of InPage.
● Define Home Screen.
● Know about the
functions of
o Menu bar,
o Property bar,
o Status bar.
Basic Concepts of The student will be able ● Write an application ● Computer and Computer
InPage to: to the Principal for its accessories Lab
● Use of Nastalik true sick leave in Urdu. ● InPage
type font. ● Prepare a document
● Use of Arabic and having tables, bullets,
decorative font. images, columns, etc.
● Know font sizes & text as per requirement.
alignments.
● Understand mixing
Urdu, Arabic and
English in the same
document.
● Understand the use of
import & exports for
different file
extensions.

Chapter 2: HTML
Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes Equipments
HTML The student will be able ● Open any website on ● White board Computer
to: the internet and ● Multimedia Lab
● Know about HTML identify its parts. ● Internet
● Understand the ● Search any topic ● Computer
functions of : using search engine system
o Web Page ● Create basic HTML
o Web Site documents.
o Browser
o Web Server
o URL
o Search Engine
o Home Page
o Web Hosting
o Hyper Markup
Language
(HTML)
o Text Formatting
in HTML
Document
o Page title
o Create Paragraph
o Insert line breaks
o Adding
heading/sub/headi
ng
o Font Size
o Font Color
o Font Face
o Bold Text
o Italic Text
o Subscript Text
o Super Subscript
Text
o Underline Text
o List in HTML
o Images and
Background in
HTML
o Hyperlinks in
HTML
 Chapter 3: Computer Networks
Contents Student Learning Activities/Practical Tools/ Workplace
Outcomes Equipments
Introduction to The students will be ● Recognition of basic ● Computer and Computer
Computer able to: network devices. its accessories, Lab
Networks ● Define computer ● Switches
networks. ● Hub.
● Know about the basic ● Switch.
Network components ● Router.
(Sender, Receiver, ● Bridge.
Medium) ● Gateway.
● Understand the modes ● Modem.
of Communications ● Repeater.
(Simplex, Half Duplex, ● Access Point.
Full Duplex).
● Understand of
Communication Media
(Guided, Un-Guided).
● Know about
Communication
devices (Switch,
Router and Gateway).
● Understand the use of
(Client/Server, Peer to
Peer)
● Understand the use of
Network types (LAN,
MAN, WAN, VPN)
● Understand the use of
Topologies (Star, Ring,
Bus, Mesh).
Communication The students will be ● Recognition of ● Computer and
Cables able to: communication its accessories
● Know about the Components. ● Switches
functions of : ● Hub.
o Coaxial cable ● Switch.
o Shielded twisted ● Router.
pair cable ● Bridge.
o Un-Shielded ● Gateway.
twisted pair ● Modem.
cable ● Repeater.
o Ethernet Cable ● Access Point.
o Fiber Optics ● Communication
cables
 Chapter 4: Wireless Communications
Contents Student Learning Activities/Practical Tools/ Workp
Outcomes Equipments lace
Introduction to The students will be ● Recognition of basic ● Wireless Computer
Wireless able to: network devices. Communicatio Lab
Communication ● Define wireless n accessories
communication.
● Understand the
advantages and
disadvantages of
wireless
communication.
● Understand the
concept of
Networking.
Short Distance ● Know about the ● Recognition of ● Devices having Computer
Wireless functions of devices having such features Lab
Communication o Wi-Fi. features of (WIFI,
o Wi-Max. Wi-Max, Bluetooth,
o Bluetooth. Infra-red).
o Infra-Red.
 Assessment and Evaluation

The technical subject curriculum for Computer Science emphasizes a LAB environment in which students will be
encouraged to learn technical processes and knowledge of Computer within meaningful contexts. It is important that
assessment strategies reflect this emphasis and are consistent in approach. An assessment program, which provides regular
feedback, and is part of the learning process, is important to both student and teacher. Feedback tells students if they
demonstrate understanding of concepts and if their actions display expected performance levels for inquiry, decision
making, and problem solving. Regular feedback inspires confidence in learning Computer Science and becoming
technically literate.
Therefore, the assessment of students’ learning must be aligned with curriculum outcomes. The curriculum provides
suggestions for developing student learning across the general curriculum outcome areas: knowledge, skill, and attitude.
These outcomes describe a balance of inquiry problem solving, and decision making, within a suggested social-
environmental context, for a given set of technical knowledge.

Incorporating assessment into the learning process

Assessment of students’ learning must be part of every teaching and learning experience. Students should learn to
evaluate their own learning. Traditional student testing programs, which rely on final, one-time evaluations, provide data
that is of limited use to students as they construct knowledge. Meaningful assessment, like meaningful learning, must be
authentic and connected to real-life problems.

A constructivist approach to learning and teaching has profound implications for the way learning is measured.
Traditional classroom practice relies heavily on paper-and-pencil tests to measure students' learning and ability to apply
knowledge. Learning is a processor connecting prior understanding with new learning. Consequently, an assessment strategy
that measures the acquisition of facts and elements cannot serve a constructivist model.

To allow students to construct learning in the classroom through authentic experiences, assessment must be:
• Valid, leading to attainment of multi-dimensional technical learning
• Open-ended, allowing for discussion and revision of new understanding
• Tolerant of divergent thinking and promote the notion of no "one right answer”
• Presented in alternative modes, not just paper-and-pencil responses to limiting questions
• Designed to promote analysis, comparison, generalization, prediction, and modification
• Capable of promoting collaboration and team effort in demonstration of competence; and ongoing and cumulative,
showing development over time.

Types of assessment
Assessment serves many important purposes. Some of them are given below:
• Diagnostic (to plan instruction to fit the student's prior knowledge)
• Formative (to improve performance and adapt instruction)
• Summative (to report on final performance)

Classroom Assessment
The primary purpose of classroom assessment is not only to evaluate and classify students' performance but also to
inform of teaching methods and learning environment, and to monitor student progress in achieving year-end learning
outcomes. Therefore, classroom assessment is used for various purposes:
• Assessment as Learning
 • Assessment for Learning
• Assessment of Learning

Traditionally, the focus of classroom assessment has been on assessment of learning (summative assessment).
Assessment for learning has been used only for diagnostic processes and for feedback. To enhance the learning of all
students, the role of assessment as learning must provide an opportunity to students whereby, they become critical and
analysts of their own learning.

Assessment Strategies
Teachers learn about students’ progress not only through formal tests, examinations, and projects, but also through
moment-by-moment observation of students. To assess students' knowledge, skills, competencies and attitudes, teachers
require a variety of tools and approaches, such as:

• Selected Response: Multiple-choice, matching, completion tests, etc.

• Self-constructed Response Questions: Fill-in-the-blank phrase(s), essay (restricted and extended response),
reports, procedures, explanations, short answer sentence(s), paragraph(s), label diagram, and graph/table, etc.
• Performance and Activity Based Assessment: Portfolios, presentation, illustrations, lab, workshops,
workstations, field visits, demonstration, process skills, enactment, project, group discussion, exhibition, table,
graph, portfolios, etc.
Note: Rubrics for all assessment tools must be prepared before administration.
• Communication, Attitudes and Values Assessment: Oral questioning, observation, interview, conference,
process description, checklists, rating scales, anecdotal records etc.

Students' Self-Assessment
Students recognize the relationship between content achievement, skill proficiency, and assessment opportunities by
setting their sights on their own demonstration. They can do self-assessment if they are provided with knowledge-related
checklists as well as checklists specific to applications and attitudes. Students assume the role of a researcher and use critical
thinking skills as they find facts and make inferences to reach more conclusions about their learning. They are not receiving
information passively and then simply giving it back to the teacher after memorizing it. Assessment should allow students
to monitor their progress in various technical skills: initiating and planning; performing and recording; analyzing and
interpreting; communication and teamwork. The curriculum calls for students to be actively involved in their learning, using
the tools of dress making during classroom, laboratory, and workshop activities.

Quality in Assessment
Assessment of professional and vocational learning must change as technical instruction moves from a focus on facts to a
focus on in-depth understanding of major concepts and processes. Whereas the Quality Assessment will have the following
major objectives:
• Measurement of what students should know and are able to do according to the Learning Outcomes
• Objective verification of the application of technical principles to familiar and unfamiliar situations; and
• Alignment with the Learning Outcomes and the Teaching/Learning Strategies.

Therefore, assessment and evaluation of the students' learning of technical aspects according to predetermined
objectives and learning outcomes will ensure the quality of their academic achievements.

Construction of Test Items

Written test items (selected response and creative response) should adhere to the following criteria:
• Items should be clearly written according to domain and depth of concept.
• Each test item should be written on the understanding level of learners.
• Test items should cover what learners have had opportunities to learn.

Too frequently, these test items measure students' gains in recall of information. There are other relevant facts for
students to acquire. These are higher levels of thinking and competency that students should also develop.
 These test items should measure students' achievement in:
• Understanding basic technical education concepts of graphic designing and acquired learning.
• Evaluating contents in terms of criteria or learning outcomes
• Problem-solving skills
• Analytical and creative thinking
• Positive attitudes developed toward methods of thinking
• Ability to work together with others
• Relevant concepts and generalizations developed
• Ability to manipulate and utilize techniques and technical equipment
• Understanding the concepts of design development
• Developing the software commands

Guidelines for Writing a Textbook

A textbook is an important teaching and learning resource and one of the most extensively used resources in classrooms.
To reflect national needs and aspirations, the needs and aspirations, the textbooks should be written in accordance with this
curriculum. This curriculum meets not only the general aims and objectives but also fulfills the specific requirements of the
individual subject. As the textbook serves as a framework for teaching, the author/authors should consider the following
features:

● A textbook must include an introduction to the textbook, explaining how to use the textbook
● The textbook must be in line with the national curriculum, covering all SLOs of each content.
● Content and illustrations must be culturally, contextually and age appropriate.
● All text and material must be accurate, up-to-date, and error-free.
● The continuity of the concepts, their integration and logical development should be ensured.
● Horizontal and vertical overlapping of the concepts should be avoided.
● The textbook should be informative and interactive with questions to be put at suitable intervals to provoke the
students to think.
● The language used should be simple, clear, straight forward, unambiguous, and easily comprehensible by the
students of the level.
● Simple questions may be asked within the chapter, which requires students to recall, think, and apply what they
have just learnt as well as to reinforce the learning of the concepts and principles.
● The examples and applications should be from everyday life and be supportive of our cultural values.
● Photographs and illustrations should be clear, labeled, and supportive of the text. Tables, flow charts and graphs
may be given wherever needed.
● Key points at the end of each chapter should provide a summary of the important concepts and principles discussed
in the chapter.
● End-of-the-chapter exercises must include a variety of assessment styles based on levels of Bloom’s Taxonomy.
These should encourage students to think, develop skills, and use information for a variety of purposes.
● Textbooks should be free from all kinds of biases including gender, religion, occupation, social background etc.
● To make the students self-learner use of IT based resources may be encouraged. Relevant internet links and other
online resources may be included.
● A glossary of the new vocabulary must be included.

Guideline for Planning and Writing a Chapter

 The textbook author may decide the titles of each chapter and can choose to cover students’ learning outcomes (SLOs)
from any themes in developing the content of the chapter. The textbook author must also keep in mind that a number of
SLOs cannot be addressed in the text (as if this is done it would lead students to simply memorize the text and not serve the
realization of the curriculum). These SLOs could be realized through questions and practical activities within and at the end
of the chapter exercises.
● Learning outcomes must be given at the beginning of each chapter.
● Decide on key ideas, facts, concepts, skills, and values that can be developed.
● Illustrations must clearly convey the desired concept.
● Activities must demand from students to do inquiry and problem solving according to grade level.
● Ensure that the content is up to date, accurate and developmentally appropriate.
● Contents must be in line with chapter outcomes.
● Language must be consistent, culturally appropriate, and grammatically correct (as if talking to a group).
● Language must engage and hold reader’s attention.
● Recall previous learning, where possible.
● Structure the writing so that the sentence is simple, paragraphs deal with single ideas etc.
● Interesting information in the form of tidbits, fact files, points to ponder etc. must be given.
● Write a summary/concept map at end of each chapter, reviewing key knowledge and skills.
● End-of-chapter exercises
● Recall and integrate previous learning
● Engage students and develop their creativity
● Move from lower to higher order thinking
● Focus on multiple intelligences
● Keep the text contextually relevant in line with local teaching and learning.
● Provide website links for further research

Guidelines for Writing Learner Workbook

Workbooks are books that contain writing activities and exercises that are built upon each chapter in the textbook.
Workbook exercises help students to develop conceptual understanding of the concepts dealt with in the text, to develop
skills and to apply knowledge to new situations. Basic features of a workbook A workbook should have:
● Various exercises and activities for each chapter, topic, subtopic.
● Exercises and activities that will enable students to develop and practice content knowledge, skills, and higher order
thinking.
● Accurate and variety of exercises.
● Clear illustrations/ examples/ explanations to show what students are supposed to do, and/or what product looks
like.
● Exercises and activities with a variety of purposeful, stimulating, challenging and innovative items to encourage
students to review and practice the knowledge and skills they have learnt.
● Exercises that include both constructed and restricted response items.
● Activities, which require readily available, acceptable, and affordable materials and resources.

Basic Requirements for Lab (Tools/Equipment)

S. No. Items
 1. Computer System
2. Internet Connection
3. Web Browser
4. Search Engines
5. Internet or Intranet Connectivity
6. UPS
7. Operating System (Windows, Linux)

Curriculum Development, Review, and Validation Committee

Sr. No Name Designation Organization
1. Dr. Muhammad Idrees Curriculum Expert Higher Education Department

2. Mr. Mubashar Chishtee CEO Coding Phoenix

3. Mr. Muhammad Hamza Network Engineer HEC

Ikhlaq

4. Mr. Agha Ali Zulqarnain Subject Expert IMCB,I-10/1, FDE Islamabad

5. Mr. Qazi Shafi Ur Rehman Subject Expert Sir Syed School and College
Shahzad (SPL EDU)

6. Ms. Sanam Ali Assistant Education NCC

Advisor