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Computer Studies Syllabus Grades 10 to 12

Computer Architecture & Organisation (University of Zambia)

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Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

COMPUTER STUDIES SYLLABUS

GRADES 10 TO 12

Prepared and Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka

JANUARY 2014

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VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.

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© Curriculum Development Centre, 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without prior written permission of the Publisher.

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TABLE OF CONTENTS
PREFACE .......................................................................................................................................................................................................................... i!

ACKNOWLEDGEMENT ...............................................................................................................................................................................................ii!

RATIONALE ...................................................................................................................................................................................................................iii!

GENERAL OUTCOMES ...............................................................................................................................................................................................iii!

Key Competences.............................................................................................................................................................................................................iii!

Suggested Teaching Methodology .................................................................................................................................................................................. iv!

TIME AND PERIOD ALLOCATION .......................................................................................................................................................................... vi!

ASSESSMENT SCHEME .............................................................................................................................................................................................. vi!

GRADE 10......................................................................................................................................................................................................................... 1!

GRADE 10......................................................................................................................................................................................................................... 2!

GRADE 12....................................................................................................................................................................................................................... 15!

Grades 10 to 12 Computer Studies Scope and Sequence ............................................................................................................................................... i!

Project Work .................................................................................................................................................................................................................... ix!

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PREFACE

The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training
and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in
1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These
studies were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education
National survey was conducted and information from learners, parents, teachers, school managers, educational administrators, tertiary
institutions traditional leaders civic leaders and various stakeholders in education was collected to help design a relevant curriculum.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on
curriculum held in June 2009 guided the review process.

The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological
and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of
Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that
give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its competences and general
outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values which are
very important for the total development of the individual and the nation as a whole.

Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing,
setting high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 10 to 12 level as defined
and recommended in various policy documents including Educating Our Future 1996 and the Zambia Education Curriculum Framework 2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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ACKNOWLEDGEMENT

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity
to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their
valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank
the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource
and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia,
Copperbelt University, schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial and technical support in the production of
the syllabus.

C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL TRAINING AND EARLY EDUCATION

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RATIONALE

Computer Studies is about how computers compute. It is much more than computer programming. Computer Studies is the study of ways of
representing objects and processes. It involves defining problems; analysing problems; designing solutions; and developing, testing, and
maintaining programs. The term Computer Studies refers to the study of Computer Studies, meaning computer and algorithmic processes,
including their principles, hardware and software designs, their applications, and the impact they have on society.

The major focus of this subject is the development of programming skills, which are important for success in future postsecondary studies.
Computer Studies is relevant for all students because it incorporates a broad range of transferable problem-solving skills and techniques,
including logical thinking, creative design, synthesis, and evaluation. It also teaches generically useful skills in such areas as communication,
time management, organization, and teamwork.

Computer Studies will provide students with the knowledge and skills to understand the underpinnings of current computer technology and
prepare them for emerging technologies. A foundation in this discipline will introduce students to the excitement and opportunities afforded by
this dynamic field and will begin to prepare them for a range of rewarding careers.

The subject will build a strong foundation for those who wish to move on to further study and training in specialized areas such as computer
programming, database development and analysis, education, computer engineering, software engineering, information technology, and game
development.

GENERAL OUTCOMES

¥ To build a strong foundation for further study and training in specialized areas such as computer programming, database analysis,
education, computer engineering, software engineering, information technology, and game development.
To act as an electronic tool for learning other learning areas

Key Competences

! Understand and apply requirements of Computer Studies ethics and security.

Learners are expected to be competent in applying the new knowledge so acquired in advancing their daily lives of those of others. They
should be able to use computer related software, gadgets and appliances without difficulty. They should also be able to understand the
language that is normally used in programming.

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Awareness of the risks of using the computer is also important at this level. Software and hardware security is also of great importance at
this level.

! Share their knowledge and skills through the internet

The Internet is a very powerful media o communication nowadays. After learning CS leaners should be able to find useful information
using the Internet. They should also be aware of the dangers of using the Internet. The correct use of email addresses for formal
communications purposes is vital and. Collaborate and share knowledge and ideas with others.

! Create simple programs to help the school achieve its goals

and other advertisement materials for the school events.
Leaners are expected to be conversant in using multimedia software at this level of education. Learners should be able to correctly use
word processing and presentation software.

! Carry out a simple system design and analysis

To enhance their understanding at this level learners will be expected to carry out simple system analysis and design in a programming
language of their choice.

Suggested Teaching Methodology

Computer Studies Syllabus offers a wide perspective of the subject. It gives more insights to the Junior Secondary Information and
Communications Technology (ICT) syllabus, bringing to the fore Computer application and its impact on society. Computer Studies will be
learnt within the context of application. As such, activities, projects and problem solving that replicate real life will form an integral part of the
teaching and learning methodologies.

The Senior Secondary School Computer Studies syllabus is meant to prepare learners for the world of work (through application), further
education within the discipline and lifelong learning. Computer Technology is extremely dynamic and significantly always impacting on the
way we live. Learners should be made to appreciate the constantly changing computer technology and its complexities if they are to become
competitive citizens in todayÕs globalised world.

Using computers is an essential part of the study of Computer Studies. Use of computers in Computer Studies facilitates the understanding of
and Computer Studies processes and inquiry. Using computers can enhance learning opportunities for a wide range of learners because it caters
for a variety of learning and teaching styles.

Principles and procedures

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Learners need to develop skills to help them learn. Skills development should happen as a part of learnersÕ learning experiences and the learning
and practising of skills needs to occur in the context of units being taught.

Learning of Skills tends to be most effective when:

" learners go from the known to the unknown
" learners understand why it is necessary to gain mastery of specific skills
" skills are developed sequentially at increasing levels of difficulty
" learners identify and analyse the components of the skill
" there are frequent opportunities for practice and immediate feedback possibly frequent use of computer or computer embedded gadgets or
tools.
" the skills being taught are varied in terms of amount and type, according to the needs and ability of learners
To teach skills effectively, a teacher needs to include learning activities that span from teacher-directed to student-centred learning, use groups
of different sizes ranging from the whole class to small groups and use a range of teaching strategies which use higher-order skills as learnersÕ
progress.

Teaching and Learning Strategies for Computer Studies

Teaching and learning strategies for Computer Studies shall include:

Brainstorming - to stimulate creative thinking, Consequence charts - Cause and effect approach, Classroom displays (focuses on the current
unit), Charts, Flow charts, Diagrams, Evaluation, Discussion, Guest speaker or visitor, educational tours and visits, Models, Photographs and
pictures, Presentations, Problem solving - Learners are involved in identifying and working towards solutions, Reflective learning - thinking
about what has been learnt, Research - to think of the questions you want learners to answer, and Project work.

Software

Throughout the course the recommended Operating System (OS) is Microsoft Windows 7. Office 2010 or later versions will also be assumed
for use to demonstrate word processing (Word), spread sheets (Excel), multimedia, and databases (Access). The programming compilers to be
used are Turbo Pascal for Windows, C or , C++ for Windows .

Pascal programming language is a powerful tool for teaching programming language because of its:

1. Built in Data Types. This means that the Pascal programming language contains it's own built in data types of Integer, Real,
Character, and Boolean.

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2. User defined Data Types, which gives Pascal the ability to define scalar, types as well as subranges of those data types.

3. Provision for a defined set of Data Structures. This means that data structures include Arrays, Records, Files and Sets.

4. Strong data typing element. This means that Pascal compliers can diagnose an incompatible assignment of one type to a variable to
another type.

5. Support for Structured Programming. This is accomplished through the use of subprograms called procedures and functions.

6. Simplicity and Expressiveness. The language is simple and expressive in nature and it allows for effective teaching of computer
programming techniques.

TIME AND PERIOD ALLOCATION

This syllabus covers a three-year course in Computer Studies and will require at least four 40-minute periods per week to complete (one double
for practical and two single periods for theory). Sequence of the syllabus does not necessarily dictate the order in which topics are to be taught.

ASSESSMENT SCHEME

The assessment framework utilises various types of continuous assessment strategies. This is meant to determine learnersÕ competences in the
CSc. outcomes presented here. It is desired that the teacher utilise assessment strategies that promote active learning by the learner. The case in
point includes portfolios, observation sheets (to gauge certain competences), written assignments and reports, presentations, projects and
experiments.

Computer Studies is a practical subject and as such this syllabus places a lot of emphasis on the use of common programming languages. Simple
object oriented programming languages may be examined at this level. It is therefore the schoolsÕ responsibility to ensure that relevant
programming software, compilers, equipment and facilities needed by learners to meet the minimum requirements for assessment purposes are
acquired.

The teacher may teach learners to dry run simple programs before they actually compile and run them on a compiler. The teacher may choose a
programming language for the leaners depending on the availability of such 4th generation programming language (4GL). However for
uniformity purposes the syllabus assumes Turbo Pascal for Windows and C++.

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The final assessment of Computer Studies is divided into two sections.

1. Theory (Paper 1) - (External assessment by the examination board): 70%

2. Practical (Paper 2) - (External Ð Examination board): 30%

Computer Studies assessment at senior secondary school level covers the six categories of Bloom's Taxonomy with their respective weightings
as shown below:

PAPER 1 PAPER 2
SKILLS PERCENTAGE (%) SKILLS PERCENTAGE (%)
Knowledge 13 Report 5
Comprehension 8 4GL Programming project 15
Application 15 Demonstration 10
Analysis 8
Synthesis 13
Evaluation 13
TOTAL 70 30

It is important that the teacher balances well the teaching of the subject content accordingly. For the full details on paper 2 project work check
the appendix (page xiii).

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GRADE 10

General Outcomes Key Competences

¥ Promote an appreciation of the range and ¥ Solve problems by using the Help facility in the software application
¥ Apply knowledge and skills using software/ programming to solve related problems in spreadsheet,
power of computer application
databases, graphics, web pages and software development.
¥ Develop an interest, confidence and enjoyment ¥ Share knowledge and skills
in the use of computers ¥ Create posters and other advertisement materials for the school events.
¥ Collaborate and share knowledge and ideas with others.
¥ Understand and apply requirements of ICT ethics and security.

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GRADE 10

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.1 Computer 10.1.1. Careers in ICT 10.1.1.1 Describe different ¥ Careers in ICT(Include: ¥ Interpretation of ¥ Appreciation of
career 10.1.2. Further careers in ICT. Computer operator, ICT careers ICT careers
opportunities Educational 10.1.1.2 Identify opportunities Programmer , Software ¥ Identification of ¥ Awareness of
opportunities for further education engineer, Web Designer, opportunities for ICT careers
Computer Techniian) further education. ¥ Inquisitiveness in
¥ Further education (colleges, ICT jobs and
polytechnics, universities, careers.
and research institutions)
10.2 Application 10.2.1 Generic #$%&%#%# Understand the ¥ Difference between Differentiation Inquisitiveness in
Software Application Software. difference between application and system between application the use of logical
application and software. and system conditions in
system software. ¥ Word processing and software spreadsheet.
#$%&%#%& Understand how desktop publishing Application of Teamwork in the
generic application programs features of application of
software may be ¥ Features of Spread sheet spreadsheet. spreadsheet and use
customised by the use programming (Include: Appreciation of of logical
of macros and logical conditions e.g. IF disadvantages and conditions.
formulae (C5>300, C5*5%, ÒNo advantages of Understanding
#$%&%#%' Appreciate the DiscountÓ) application between application
advantages and ¥ Use of different types of software. and system
disadvantages of software (Include: Special software.
generic application purpose application
software compared packages for people with
with bespoke special needs)
software
¥ Integrated and stand-alone
#$%&%#%( Classify types of
software
software
#$%&%#%) Outline the usage of ¥ Off- the-shelf and in- house
different types of software
software
#$%&%#%* Distinguish between
integrated and stand-
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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
alone software
#$%&%#%+ Distinguish between
off-the-shelf and in-
house software
11.3 Programing 10.3.1. Programming 10.3.1.1 Illustrate the concept of ¥ Concept of Programming ¥ Manipulations ¥ Appreciation of
languages Programming languages ¥ Identification of programming.
10.3.2. Program languages ¥ Program Structure (Include: reserved words ¥ Awareness of
Structure 10.3.2.1 Identify program Program name, variable reserved words in
¥ Problem Solving
structure declaration, beginning, programming.
10.3.3. Programming in programming.
10.3.3.1 Identify programing main body, ending)
Reserved ¥ Modelling in ¥ Logical Thinking
reserved words in a ¥ Use of reserved words
Words finding a solution in programming
Programming language
10.3.4. Data Types (Include: begin, read, write, to a program. computer.
( Include: Reserved writeln, readln, end)
words in Pascal version ¥ Matching
7 and C++ for ¥ Pre-defined data types numbers to data
Windows 7 and 8) ¥ User-defined Data types type.
10.3.4.1. Identify Pre-defined ¥ Types of variables (Include: ¥ Debugging of a
Data Types Real, integers, character, computer
10.3.4.2. Create User Defined Boolean) program.
Data types ¥ Application of
10.3.4.3. Declare the variables ¥ Simple programs in a
chosen programming computer
10.3.4.4. Code simple programs programming to
in a programming language.
solving simple
language (Include: mathematical and
Pascal and C++) physics problems.

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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.2 Data 10.2.1. Data and 10.2.1.1 Explain the difference ¥ Difference between Data ¥ Addition and ¥ Appreciation of
Representation information between Data and and information subtraction of storage capacity
and processing 10.2.2. Data collection information ¥ Methods of data binary numbers. ¥ Problem solving
and preparation 10.2.2.1 Describe and select collection and preparation ¥ Modelling/analys converting of
10.2.3. Analogue-to- methods of data ¥ Analogue-to-digital is of data and analogue to
digital collection and converters and digital-to- information. digital and digital
converters and 1preparation analogue conversion. to analogue
digital-to- 10.2.3.1 Describe analogue-to- ¥ Discrimination
¥ Data representation. between data and ¥ Accuracy in
analogue digital converters and
¥ Reasons of data information conversions of
converters. digital-to-analogue
representation ¥ Trouble shooting data
10.2.4. Types of data conversion.
representation 10.2.5.1 Describe concepts of ¥ Data storage/capacity when converting Critical and
10.2.5. Binary data representation (Include: bit, byte) of analogue to analytical
arithmetic 10.2.5.2 Outline reasons for ¥ Number systems and digital and digital thinking in the
operations. data representation their representation of to analogue presentation of
10.2.6.1 Describe the terms for integral values (decimal, ¥ Interpretation of data.
data storage/capacity binary, octal and data and
10.2.6.1 Explain the number hexadecimal information.
systems and their
¥ Binary
representation of
addition and subtraction
integral values
and their use in
10.2.6.2 Demonstrate binary
computing
addition and
¥ Data processing cycle,
subtraction and their
errors and data integrity
use in computing
10.2.6.3 Explain data ¥ Types of computer
processing processing file
cycle ¥ Electronic data
processing modes
10.3 Hardware of the 10.3.1. Main hardware 10.3.1.1. Investigate different ¥ Types of input devices ¥ Discrimination ¥ Critical and
computer components of types of input devices (Include: mouse, of main creative
system a general- 10.3.1.2. Demonstrate usage of keyboard, scanner , OCR components of a thinking on
purpose each input device , MICR,OMR, Special computer system. how connected
computer 10.3.2.1. Describe the elements purpose input devices for ¥ Inputting data the hardware is
10.3.2. Computers and of input stage people with special in a computer
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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
processing 10.3.2.1. Identify the registers needs) and their usage. ¥ Identification of system.
power 10.3.2.2. Demonstrate the ¥ Elements of process stage different ¥ Problem
10.3.3. Input devices principle of fetch Ð (memory , control unit , components of solving in
and their uses execute cycle arithmetic and logic computer system fetching and
10.3.4. Output devices 10.3.4.1. Identify types of unitÑALU) hardware. executing of a
and their uses output devices ¥ Demonstration cycle.
10.3.4.2. Distinguish between ¥ Types of registers
on the use of
the various types of ¥ Principle of fetch Ð
computer system
output devices execute cycle
hardware
¥ Types of output
¥ Distinguishing
devices(printer ,Monitor,
between various
LCD projectors, Special
types of input
purpose out devices for
people with special
needs)
10.4 Operating 10.4.1. Types of 10.4.1.1. Introduction to ¥ Types of operating system ¥ Discrimination ¥ Maintenance of
systems and operating systems operating systems (Include: Command line , of operating Data integrity
file 10.4.2. User interface 10.4.1.2. Outline different Graphic User Interface- systems ¥ Responsibility in
management 10.4.3. File management types of operating GUI) ¥ Problem solving the use of
10.4.4. Peripheral device systems ¥ Different in the using of peripherals.
control 10.4.1.3. Describe the types of operating peripheral
functions of operating ¥ Awareness of
systems devices data integrity.
systems
¥ Functions of operating ¥ Identification of
10.4.1.4. Describe different ¥ Inquisitiveness in
system (Include: task functions of
types of user interface the use of
scheduling, memory operating
10.4.1.5. Describe types of file operating
management, control of systems.
organisation and systems.
input/output)
access ¥ Application of
10.4.1.6. File management ¥ Different types of user computer
10.4.1.7. Peripheral device interface peripherals
control ¥ File organisation and ¥ Appreciation of
10.4.1.8. Explain how folders access(Include: sequential, user interface.
are structured and direct, random, and serial)
¥ Identification of
how folders and files ¥ Principles of backing up communication
can be managed
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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.4.1.9. Describe how the data (backup, restore) between
operating system ¥ Managing folders and files operating system
communicates with ¥ Communication between with peripheral
peripheral devices operating system and devices and
and maintains data peripheral devices and maintenance of
integrity. maintenance of data data integrity.
integrity.
10.5 Presentation 10.5.1. Introduction to 10.5.1.1 Illustrate the general ¥ Features of a Presentation ¥ Manipulation of ¥ Problem solving
Packages Presentation features of a Package presentation in making
Packages Presentation Package ¥ Various methods of creating packages presentations
10.5.2. Creating slides 10.5.2.1 Demonstrate the slides. ¥ Identification of ¥ Logical thinking
10.5.3. Adding various methods of steps needed to in animating
animations to creating slides ¥ Adding animations to
slides. create slides. presentations.
slides 10.5.3.1 Describe the steps in
10.5.4. Formatting adding animations to ¥ Formatting slides. ¥ Discrimination ¥ Productivity
Slides slides ¥ Ordering slides ¥ Accuracy in
10.5.4.1 Demonstrate how to ¥ Presentations formatting slides.
format slides using
presentation
package
10.7 General 10.7.1. Introduction to 10.7.2.1 Demonstrate an ¥ Application of computers ¥ Identification of ¥ Appreciation of
computer range and scope understanding of in a home environment computer communication
applications of computer computer (Include: washing applications in and information
applications applications in in a machines, Entertainment homes, offices systems.
10.7.2. Communication home environment, appliances), offices and commerce. ¥ Critical and
in systems offices, commercial (Communication- ¥ Interpretation of analytical
10.7.3. Information environment Internet and Intranet), use of computer thinking in the
systems communication and commercial environment systems use of computer
information (include: - point of sale, systems in a
systems, stock controls, traffic ¥ Problem solving
in finding a home and
commercial control) and in training. information
10.7.3.1 Identify general data ¥ suitable
Data processing, application
processing, industrial, technical and
industrial, technical system for a

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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
and scientific uses. scientific uses. specific task.
¥ Application of
communication
and information
systems in a
home and
workplace.
10.8 Computer 10.8.1. Security 10.8.1.1 Describe security ¥ Security terminologies ¥ Identification of ¥ Appreciation of
Security terminology terminologies ¥ System Security policy security layers. security layers
(Assets) 10.8.2. Security layers 10.8.2.1 Describe the systems structure ¥ Comparing and ¥ Awareness of
10.8.3. Security security policy contrasting security
Concerns structure ¥ Resources (Assets) that
require security security layers professionals.
10.8.4. Professional 10.8.3.1 Describe and resolve
Persons various security ¥ Various security ¥ Implementation ¥ Problem solving
involved in concerns towards concerns towards of security ¥ Responsibility
security matters resources resources measures computer and
10.8.5. Surveillance of 10.8.4.1 Identify computer ¥ Computer security ¥ Application of data security.
staff security Professionals professionals security to ¥ Inquisitiveness in
10.8.1.1. Explain the computers and the security
¥ Responsibilities of peripherals.
responsibility of measures of a
computer security
computer security ¥ computer system.
personnel
professionals

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GRADE 11

General Outcomes Key Competences

¥ Develop an ability to solve problems using computing techniques ¥ Apply appropriately search techniques such as Boolean logic, use of advanced search
and programming features.
¥ Develop an awareness on the relevance of computing in ¥ Apply knowledge and skills using software/ programming to solve related problems
contemporary society and issues brought about by computer in spread sheet, databases, graphics, web pages.
usage ¥ Be innovative by using appropriate software.
¥ Gain firm understanding of basic techniques and knowledge ¥ Make correct decisions about the best features to use within chosen application
required for computer application software.
¥ Foster a desire to use computers within other professions ¥ Understand and apply requirements of ICT ethics and security.
¥ Carry out a detailed research programme related to computing.

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GRADE 11

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
11.1 Programming 11.1.1 Computer 11.1.1 Identify Programming ¥ Programming terminology ¥ Identification of ¥ Productivity in
and Pseudo Code programming terminology in Pascal in Pascal and reserved words the use of
Algorithms 11.1.2 and C++ C++(Include: assembler, ¥ Debugging of a programming
11.1.2 Produce an algorithm compiler, interpreter, add, computer languages
for a given problem in subtract, multiply, divide, program. ¥ Creativity in
pseudo code using a calculate) ¥ Application of programming.
variety of structures ¥ Algorithm for a given computer
and the concepts of problem in pseudocode program
totalling and counting using a variety of structures
11.1.3 Produce loops and and the concepts of ¥ Manipulation of
decision making in a totalling and counting. programming
program. languages
¥ Loops and decision making
11.1.4 Use a dry run with a ¥ Identification of
in a program i.e. conditions
trace table and test data and iterations statements components of a
to understand the (Include: Repeat É until; programming
behaviour of code. language
if É then Éelse, É
11.1.5 Work out the purpose endif, caseÉof É
of a pseudo code otherwise É endcase,
algorithm.
whileÉ do É
11.1.6 Construct trace table
endwhile, for É end for)
for pseudocodes.
¥ Dry run with a trace table
and test data to understand
the behaviour and
¥ Work out the purpose of a
pseudocode algorithm.
¥ Trace table for pseudocode.
11.2 Logic gates, 11.2.1. Logic gates and 11.2.1.1 Define functions of ¥ Elements of logic gates ¥ Problem solving ¥ Entrepreneurshi
circuits and circuits five types of logic ¥ Five types of logic gates in the use of logic p in creating
Website 11.2.2. Introduction to gates and recognise and recognise their gates simple websites.
designing Web site their symbols symbols ( Include: AND, ¥ Demonstration ¥ Accuracy in the
Design and 11.2.1.2 Write a truth table for OR , NOR , NAND , NOT) on creating web use of logic gates.

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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
Development a given gate and ¥ Truth tables for a given pages using ¥ Inquisitiveness in
recognise a gate from gate. Dreamweaver. the use of web
its truth table ¥ Logic circuits (Include: ¥ Appreciation of designing
11.2.1.3 Produce a truth table Combinational logic web designing. software.
for a given logic circuits with two or three
circuit ¥ Previewing a web ¥ Modelling in
inputs only) finding a solution
11.2.1.4 Design a simple logic site design.
¥ Web Pages to a program.
circuit to provide a
solution to a written ¥ Text and pictures in a web
logical statement of a designer.
problem. ¥ Flash to animate files and
11.2.2.1. Create Web Pages short videos in websites.
using templates
(Include: HTML and
Design windows in
Dreamweaver).
11.2.2.2. Import text and
pictures in a web
designer.
11.2.2.3. Use Flash to animate
files and pictures in
websites.
11.3 Networks and 11.3.1. Networks 11.3.1.1 Define computer ¥ Computer networks and ¥ Interpretation of ¥ Appreciation of
Data Purpose and networks and data data communication various networks the use of
Communication limitations communication ¥ Purpose (include: ¥ Identification networks.
11.3.2. Elements of 11.1.1.2 Explain the purpose resource sharing, remote digital converters. ¥ Inquisitiveness of
Networking and limitations of communication, use of networks.
networks ¥ Awareness of
11.3.3. Network distributed processing data protection ¥ Understanding of
11.3.2.1 Identify the facilities, cost
topologies legislation. various networks
elements of effectiveness and
11.3.4. Analogue-to- Networks ¥ Awareness of and topologies
digital reliability)
11.3.3.1 Types of topologies recent
converters and (Include: Star, Bus, ¥ Limitations of developments in
digital-to- Ring, Mesh, Tree) networking the use of the
analogue 11.3.4.1 Converting ¥ Elements of a Networks- Internet.
converters
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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
11.3.5. Data capture analogue-to-digital Data communication ¥ Application of
and checking converters and media (cables and networks to
11.3.6. Data protection digital-to-analogue wireless), Data signal communicate
legislation converters (digital and analogue),
11.3.7. Computer crime 11.3.5.1 Identify Data Communication devices
11.3.8. Computer capture and (modems, network cards
viruses checking and hubs) and Network
11.3.9. Internet security 11.3.6.1 Demonstrate data software (operating
protection systems and protocols)
legislation ¥ Network topologies
11.3.7.1 Identify Computer (Include: star, bus and
crime ring)
11.3.8.1 Discuss
consequences of ¥ Analogue-to-digital
Computer viruses converters and digital-to-
11.3.9.1 Identify Internet analogue converters
security. ¥ Data capture and
checking
¥ Data protection
legislation
¥ Computer crime
¥ Consequences of
Computer viruses
(Include: Antiviruses, bad
programs)
¥ Internet security
¥ Recent developments in
the use of the Internet.
11.4 Computer system 11.4.1. Types of 11.4.1.1 Distinguish between ¥ Types of computer system ¥ Identification of ¥ Inquisitiveness in
computer types of computer (Include: Batch processing databases and web browsers and
systems system systems, interactive their use. their use.
11.4.2. Monitoring and 11.4.2.1 Illustrate what is systems, control systems, ¥ Awareness of ¥ Productivity in
control systems needed to support automated systems). databases the use of web
11.4.3. Automation and various types of ¥ Information system for on- concepts. browsers and
robotics computer system search engines.
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CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
applications 11.4.3.1 Explain the most line services and remote ¥ Appreciation of ¥ Appreciation of
11.4.4. Expert systems suitable type of databases. multimedia expert and
and artificial computer system for a ¥ Monitoring and control systems. artificial
intelligence given application. systems ¥ Problem solving intelligence.
11.4.5. Management of 11.4.4.1 Explain information in management of ¥ Understanding
computer systems for on-line ¥ Automation and robotics
computer system. of automation
systems. services and remote applications
and robotics
databases ¥ Expert systems and application.
11.4.5.1 Describe monitoring artificial intelligence ¥ Inquisitiveness in
and control systems ¥ Management of computer automation and
11.4.6.1 Describe the systems. robotics.
automation and ¥ Curiosity in
robotics applications expert systems
11.4.7.1 Describe expert and artificial
systems and artificial intelligence.
intelligence
11.4.8.1 Describe problems in
the managements of
computer systems.
11.5 Databases 11.5.1 Design Databases 11.5.1.1. Build a database ¥ Databases (Include: ¥ Application of ¥ Inquisitiveness in
11.5.2 Manipulating 11.5.1.2. Illustrate Data entry creating a new data base, databases and use of databases.
databases and edit new table, auto number multimedia ¥ Curiosity in the
11.5.1.3. Searching for records field, fields, primary key, systems. use of databases.
11.5.1.4. Describe tables, records, reports)
Relationships ¥ Data entry and edit
11.5.1.5. Designing and ¥ Relationships (Include:
redesigning a Making the relationship,
database form. Form wizard, checking
11.5.1.6. Working with relationships)
database ¥ Database form. (Include:
11.5.1.7. Database reports. design view
11.5.1.8. Database security. ¥ Tables (Include: Adding
and deleting fields)
¥ Databases (Include:
sorting, filtering, copying
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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
and moving records,
creating and running
queries)
¥ Generating database
reports (Include: Using
wizards)
¥ Printing reports and labels.
¥ Database security.(Include:
security, confidentiality,
data integrity)
¥ Threats to data security.
11.6 Social and 11.6.1. Effects of 11.6.1.1. Introduction to ¥ Social and economic ¥ Differentiation ¥ Appreciation of
economic impact Computer use understanding of effects of computer use on of risk threats and security controls.
of computers on people and some social and people and organisation controls. ¥ Security
organisation economic effects of (include: emissions, ¥ Implementation consciousness
11.6.2. Maintenance of computer use on pollution, job loses and of security
integrity of data people and gains, health issues, ¥ Security
systems. management of
and privacy. organisations cultural implications)
11.6.3. Data protection 11.6.1.2. Demonstrate an ¥ Planning the systems.
¥ Data integrity and privacy.
legislation. understanding of security for a ¥ Inquisitiveness
¥ Data protection legislation.
11.6.4. Threats to some social and system. in keeping
¥ Threats to security and
computer economic effects of ¥ Awareness of hackers away
measures to combat them
security and computer use on security and from computer
(Include: hacking and other
measures to people and access to systems.
computer crime, computer
combat them. organisation viruses, internet security). computer
11.6.1.3. Describe measures to systems.
maintain integrity of
data and privacy.
11.6.3.1. Describe features
expected in data
protection legislation.
11.6.4.1. Demonstrate an
understanding of
threats to security and

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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
measures to combat
them.
11.7 Specific computer 11.7.1. Education 11.7.1.1 Describe the use of ¥ Computers in education ¥ Application of ¥ Appreciation of
applications 11.7.2. Health computers in (Include: e-learning, e- computers in use of computer
11.7.3. Agriculture education books, on-line application) library systems. system in a
11.7.4. Banking 11.7.2.1 Describe the use of ¥ Computers in health ¥ Searching for library.
11.7.5. Retailing computers in health (Include: medical expert books using a ¥ Awareness of use
11.7.6. Industry 11.7.3.1 Describe the use of systems, tele-medicine, library system of computers in a
11.7.7. Library systems computers in health research, record library.
11.7.8. Transport agricultural. ¥ Researching in
keeping, medical diagnosis) commercial and ¥ Entrepreneurshi
11.7.9. Office 11.7.4.1 Describe the use of
automation computers in banking ¥ Computers in banking general data p in tracking of
11.7.10.Commercial 11.7.5.1 Describe the use of (Include: Electronic fund processing. sales using a
and general computers in retailing transfer, automated teller ¥ Application of computer system.
data processing. 11.7.6.1 Describe the use of machines, credit cards, computers in ¥ Problem solving
computers in online banking) retailing. in a library
industry. ¥ Computers in retailing ¥ Understanding system and
11.7.7.1 Describe Library (Include: electronic point of of computer banking.
systems sale, stock management.) systems in library ¥ Innovativeness in
11.7.8.1 Describe the use of ¥ Library systems. and retailing. the use of
computers in ¥ Office automation computers in a
transport. ¥ Define Commercial and data processing
11.7.9.1 Identify Office general data processing. system.
automation
11.7.10.1 Define Commercial
and general data
processing.

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GRADE 12

General Outcomes Key Competences

¥ Develop an ability to solve problems using computing ¥ Apply appropriately search techniques such as Boolean logic, use of advanced search features.
techniques ¥ Apply knowledge and skills using software/ programming to solve databases, graphics, web
¥ Develop an awareness on the relevance of computing in pages and software development.
contemporary society and issues brought about by ¥ Be innovative by using appropriate software.
computer usage ¥ Make correct decisions about the best features to use within chosen application software.
¥ Gain firm understanding of basic techniques and ¥ Understand and apply requirements of ICT ethics and security.
knowledge required for computer application ¥ Carry out a detailed research programme related to computing.
¥ Foster a desire to use computers within other professions ¥ Collaborate and share knowledge and ideas with others.

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GRADE 12

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
12.1 System 11.7.1 Introduction to 12.7.1.1. State the stages of ¥ Stages of the system life ¥ Understanding ¥ Team work in the
Development System analysis the system life cycle cycle in a logical order system life cycle. system life cycle.
and development in a logical order. (Include: fact finding, ¥ Identification of ¥ Skilfulness of
12.7.1.2. Justify the choice of feasibility study, analysis, stages of a identifying
suitable methods for design, building and system life cycle. system life cycle.
fact finding. testing, documentation,
12.7.1.3. Described feasibility implementation ¥ Communication ¥ Analytical and
study. (changeover), evaluation, through flow critical thinking
12.7.1.4. Describe analysis maintenance. charts and in constructing a
12.7.1.5. Use dataflow diagrams. system life cycle.
¥ Methods for fact finding.
diagrams and system ¥ Feasibility study. ¥ Designing of a ¥ Logical thinking
flow charts as tools. ¥ System analysis system life cycle. in constructing
12.7.1.6. Produce a plan for a ¥ Dataflow diagrams and ¥ Researching of a Gantt Charts and
project using a Gantt system flow charts as system life cycle flowcharts.
chart tools. ¥ Analysis of
12.7.1.7. Describe design ¥ Project plan using a Gantt various stages of
12.7.1.8. Explain top down chart a system life
design and use ¥ System design cycle.
structure diagrams as
¥ Top-down design and use
tools.
structure diagrams as
12.7.1.9. Describe appropriate
tools.
testing strategies and
¥ System testing strategies
choose suitable data
for testing. ¥ Items to be included in
12.7.1.10. State items that technical and use
should be included documentation.
in technical and use ¥ Method of changeover
documentation. ¥ System evaluation
12.7.1.11. Justify the choice of ¥ System maintenance.
a method of
changeover
12.7.1.12. Describe how a
system should be

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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
evaluated
12.7.1.13. Describe how a
system should be
maintained.
12.1 Algorithms 12.1.1 Algorithm 12.1.1.1. Describe the stages in ¥ Stages in making an ¥ Planning how to ¥ Inquisitiveness in
planning and making an overall overall plan to solve a solve a problem. algorithms
design plan to solve a problem. ¥ Identification of planning.
problem. ¥ Algorithms and their stages in making ¥ Understanding of
12.1.1.2. Explain algorithms relationship to a larger an overall plan to the role
and their relationship system. solve a problem. algorithms paly
to a larger system. ¥ Tools to design programs in a major
12.1.1.3. Describe and use tools ¥ Application of
and algorithms. program.
to design programs algorithms in a
¥ Algorithms. larger system. ¥ Appreciation of
and algorithms.
12.1.1.4. Design, interpret and use of algorithms
test algorithms. in a program.
12.2 Programming and 12.2.1. Describe the 12.2.1.1. Introduction to SQL ¥ SQL and Databases ¥ Manipulation of ¥ Understanding
Structure Query elements of and Databases ¥ Database Installation databases use of structured
language (SQL) Structured 12.2.1.2. Install, Run & Write ¥ Databases and Tables ¥ Application of query language
Query SQL Statement ¥ Filtering Records databases to real ¥ Inquisitiveness of
Language 12.2.3.1. Draw and Display ¥ DML: Data Manipulation life situations. use of databases.
(SQL). Data Sets Language,(Include:
12.2.2. Design a SQL 12.2.3.2. Modify Data base ¥ Creating ¥ Productivity in
Insert, Update, and databases from use of databases.
application 12.2.3.3. Generate Queries & Delete)
architecture. Lists given situations. ¥ Appreciation of
¥ Joins ÐQuerying Data
12.2.3. Manage 12.2.3.4. Display data sheets from Multiple Tables use of databases
databases. (Include: Gridlines, and SQL.
¥ Using Views
hiding and showing
¥ Reusing queries.
columns, Fonts, Print
preview, page setup)
12.2.3.5. Sort and search a
database (Include:
Find, filter by
selection, multi-table
queries, setting the

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TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
Query criteria)
12.3 Computer Project 12.3.1 Project planning, 12.3.1.1. Demonstrate the skills ¥ Project planning ¥ Planning of ¥ Efficiency in the
database in project planning, ¥ Database development projects use of system
development and 12.3.1.2. Use simple ¥ Monitoring of development.
systems programming to ¥ System development
projects ¥ Productivity in
development. develop database ¥ System product. the use of
systems ¥ Designing of the
final project databases.
12.3.1.3. Comprehensively
write a computer report ¥ Appreciation of
system Report (Relate ¥ Demonstration the use of system
it to stages of a system of system product.
analysis and design). product.
12.3.1.4. Demonstrate System
Product.
12.4 Types of 12.4.1. Batch 12.4.2.1. Describe concepts of ¥ Batch processing ¥ Identification of ¥ Inquisitiveness of
computer systems processing Batch processing systems Batch processing automated
systems systems ¥ Interactive systems systems systems usage.
12.4.2. Interactive 12.4.2.2. Describe Interactive ¥ Network systems ¥ Application of ¥ Appreciation of
systems systems ¥ Control systems Networks, networks os
12.4.3. Network 12.4.2.3. Demonstrate ¥ Automated systems Control systems, systems.
systems Network systems ¥ Multimedia systems and automated
12.4.4. Control systems 12.4.2.4. Describe Control ¥ Awareness of
applications systems, batch processing
12.4.5. Automated systems Multimedia
systems 12.4.2.5. Describe Automated systems.
systems.
12.4.6. Multimedia systems
systems and 12.4.2.6. Demonstrate ¥ Demonstrate use
applications Multimedia systems of multimedia
and their systems.
applications

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Grades 10 to 12 Computer Studies Scope and Sequence

The table below shows the coverage of the syllabus in Computer Studies from Grades10 to 12. It is important for a teacher to refer to this table from time to time
to know the knowledge that the learners already have or need to have at various levels of learning of the subject.

SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
¥ Computer career ¥ Describe different careers ¥ ¥
opportunities in ICT.
¥ Identify opportunities for
further education
¥ Programming and ¥ ¥ Identify Programming ¥
Pseudocode Algorithms terminology in Pascal and C++
¥ Produce an algorithm for a
given problem in pseudocode
using a variety of structures and
the concepts of totalling and
counting
¥ Produce loops and decision
making in a program.
¥ Use a dry run with a trace table
and test data to understand the
behaviour.
¥ Work out the purpose of a
pseudo code algorithm.
¥ Construct trace table for
pseudocode.

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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
¥ System Development ¥ ¥ ¥ State the stages of the system life
cycle in a logical order.
¥ Justify the choice of suitable methods
for fact finding.
¥ Described feasibility study.
¥ Describe analysis
¥ Use dataflow diagrams and system
flow charts as tools.
¥ Produce a plan for a project using a
Gantt chart
¥ Describe design
¥ Explain top down design and use
structure diagrams as tools.
¥ Describe appropriate testing strategies
and choose suitable data for testing.
¥ State items that should be included in
technical and use documentation.
¥ Justify the choice of a method of
changeover
¥ Describe how a system should be
evaluated
¥ Describe how a system should be
maintained.
¥ Application Software ¥ Understand the difference ¥ ¥
between application and
system software.
¥ Understand how generic
application software may be
customised by the use of
macros and formulae

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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
¥ Appreciate the advantages
and disadvantages of
generic application software
compared with bespoke
software
¥ Classify types of software
¥ Outline the usage of
different types of software
¥ Distinguish between
integrated and stand-alone
software
¥ Distinguish between off-the-
shelf and in-house software
¥ Logic gates, algorithms, ¥ ¥ Define functions of five types of ¥ Describe the stages in making an
circuits and Website logic gates and recognise their overall plan to solve a problem.
designing symbols ¥ Explain algorithms and their
¥ Write a truth table for a given relationship to a larger system.
gate and recognise a gate from ¥ Describe and use tools to design
its truth table programs and algorithms.
¥ Produce a truth table for a given ¥ Design, interpret and test algorithms.
logic circuit
¥ Design a simple logic circuit to
provide a solution to a written
logical statement of a problem.
¥ Create Web Pages using
templates (Include: HTML and
Design windows in
Dreamweaver, ).
¥ Import text and pictures in a
web designer.
¥ Use Flash to animate files and
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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
pictures in websites.

¥ Programming and ¥ Illustrate the concept of ¥ Build a database ¥ Introduction to SQL and Databases
Structured Query Programming languages ¥ Describe Relationships ¥ Install, Run & Write SQL Statement
Language (SQL) ¥ Identify program structure ¥ Illustrate Data entry and edit ¥ Create Database
¥ Identify programming ¥ Redesigning a table ¥ Draw and Display Data Sets
reserved words in a ¥ Modify Data base
Programming language ( ¥ Generate Queries and Lists
Include: Reserved words in
Pascal and C++)
¥ Identify Pre-defined Data
Types
¥ Create User Defined Data
types
¥ Declare the variables
¥ Code simple programs in a
programming language
(Include: Pascal for
Windows and C++)
¥ Networks and Data ¥ Explain the difference ¥ Define computer networks and ¥
Representation and between Data and data communication
processing information ¥ Explain the purpose and
¥ Describe and select methods limitations of networks
of data collection and ¥ Identify the elements of
1preparation Networks
¥ Describe analogue-to-digital ¥ Name the types of networks and
converters and digital-to- topologies
analogue conversion. ¥ Converting analogue-to-digital

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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
¥ Describe concepts of converters and digital-to-
data representation analogue converters
¥ Outline reasons for data ¥ Identify Data capture and
representation checking
¥ Describe the terms for ¥ Demonstrate data protection
data storage/capacity legislation
¥ Explain the number ¥ Identify Computer crime
systems and their ¥ Discuss consequences of
representation of Computer viruses
integral values ¥ Identify Internet security
¥ Demonstrate binary ¥ Discus recent developments in
addition and subtraction and the use of the Internet
their use in computing
¥ Explain data processing
cycle
¥ Types of Computer ¥ ¥ Distinguish between types of ¥ Describe concepts of Batch
system computer system processing systems
¥ Illustrate what is needed to ¥ Describe Interactive systems
support various types of ¥ Demonstrate Network systems
computer system ¥ Describe Control systems
¥ Explain the most suitable type ¥ Describe Automated systems
of computer system for a given ¥ Demonstrate Multimedia systems and
application. their applications
¥ Explain information systems for
on-line services and remote
databases
¥ Design Databases
¥ Describe monitoring and control
systems
¥ Describe the automation and
robotics applications
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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
¥ Describe expert systems and
artificial intelligence
¥ Describe problems in the
managements of computer
systems.
¥ Computer Project ¥ ¥ ¥ Demonstrate the skills in project
planning,
¥ Use simple programming to develop
database systems
¥ Comprehensively write a computer
system Report (Relate it to stages of a
system analysis and design).
¥ Demonstrate System Product.
¥ Hardware of the ¥ Investigate different types of ¥ ¥
computer system input devices
¥ Demonstrate usage of each
input device
¥ Describe the elements of
input stage
¥ Identify the registers
¥ Demonstrate the principle of
fetch Ð execute cycle
¥ Identify types of output
devices
¥ Distinguish between the
various types of output
devices
¥ Operating systems and ¥ Introduction to operating ¥ Introduction to understanding of ¥
file management systems some social and economic
¥ Outline different effects of computer use on

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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
types of operating people and organisation
systems ¥ Demonstrate an understanding
¥ Describe the functions of of some social and economic
operating systems effects of computer use on
¥ Describe different types of people and organisation
user interface ¥ Describe measures to maintain
¥ Describe types of file integrity of data and privacy.
organisation and access ¥ Describe features expected in
¥ File management data protection legislation.
¥ Peripheral device control ¥ Demonstrate an understanding
¥ Explain how folders are of threats to security and
structured and how folders measures to combat them.
and files can be managed
¥ Describe how the operating
system communicates with
peripheral devices and
maintains data integrity.
¥ Presentation Packages ¥ Illustrate the general ¥ ¥
features of a Presentation
Package
¥ Demonstrate the various
methods of creating slides
¥ Describe the steps in adding
animations to slides
¥ Demonstrate how to format
slides
¥ Specific computer ¥ ¥ Describe the use of computers ¥
applications in education
¥ Describe the use of computers
in health
¥ Describe the use of computers
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SPECIFIC OUTCOMES
TOPIC
GRADE 10 GRADE 11 GRADE 12
in banking
¥ Describe the use of computers
in retailing
¥ Describe Library systems
¥ Identify Office automation
¥ Define Commercial and general
data processing.
¥ General Computer ¥ Demonstrate an ¥ ¥ Describe how computers are used to
Applications understanding of computer control processes in an industry
applications in in a home ¥ Identify positives and negatives of
environment, offices, computers in employment
commercial environment ¥ Describe the effects of computers on
communication and peopleÕs rights to privacy
information systems, ¥ Describe effects of electronic
commercial transactions
¥ Identify general data ¥ Describe social effects of computers
processing, industrial,
technical and scientific uses.
¥ Computer Security ¥ Describe security ¥ ¥
(Assets) terminologies
¥ Describe the systems
security policy structure
¥ Describe and resolve
various security concerns
towards resources
¥ Identify computer security
Professionals
¥ Explain the responsibility of
computer security
professionals

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Project Work

The examiner may not recommend the use of any specific programming language; the Centre should choose the language according to the resources available and the ability of the
learners to use that particular programming language. Pascal and C++ may be recommended but learners may use any other language to do their projects. However the choice of
language must allow them to construct their programs using a structured modular approach.

Centre Number Centre Name:ÉÉÉÉÉÉÉÉÉÉÉÉÉ..ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ.É..ÉÉÉÉÉÉÉÉÉÉ

Candidate Number Candidate:ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ..ÉÉÉÉÉÉ..ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ

Maximum Mark
DOMAIN SUB DOMAIN DETAILS
Mark obtained
Description of the Problem Includes the nature of the problem to be solve
3

Objectives To be stated within the context of the project

3
ANALYSIS

Description of existing solution Description of the current solution, including data input requirements and output methods.
1

Evaluation of the current solution highlighting advantages, disadvantages.

Evaluation of existing solution
1

Description of possible solutions Description of the proposed solution to the problem description after evaluating the existing
problem
1

Action plan Detailed action plan, including Gant Chart

DESIGN

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Maximum Mark
DOMAIN SUB DOMAIN DETAILS
Mark obtained
Systems Flowchart Full solution represented in system flowchart with correct use of symbols

Description of method of solution Relevant to the problem relevant to the problem.

2

Hardware Specification of hardware that can do the job OR

A list of hardware giving at least two reasons why such hardware is needed in the context of 1
the proposed solution

Software A list or description of software and why the software can work on the intended system.
2

Method of solution related to Method of solution related to the problem by suitable means of solving the problem, including
problem identified. 4GL programming and coding, spreadsheet formulas, database programming and tables, site 2
plans of website using Dreamweaver or other website design software.
IMPLEMENTATION

Accurate method of solution Demonstration of accuracy of the methods used and software.

Programming code Accurate use of a 4GL language with good comments and annotations.
1

Test strategy Complete test strategy, which must include the data to be tested together with the expected
results
1
TESTING

Test results The system developed should be able to test acceptable (normal), Unacceptable (abnormal)
and boundary (extreme data). Full credit if all can be tested adequately. 3

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12 x

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 lOMoARcPSD|34082411

Maximum Mark
DOMAIN SUB DOMAIN DETAILS
Mark obtained
Technical documentation Overall report (should include: contents page and clear and complete
DOCUMENTAION Documentation.)
1

User guide User guide should be clear and complete user guide

Evaluation Reasonable evaluation linked to the computer Objectives testing

and Evaluation.
Development

1
System

Developments Meaningful suggestions and improvements for development of the system.

FINAL TOTAL 30%

Name of examiner: ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ.ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ School Date Stamp:

Signature of examiner: ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ.ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12 xi

Downloaded by Jeremiah Changwe ([email protected])