Republic of Malawi

Syllabus for

Computer studies

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Computer studies

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development and
refining of the syllabus for computer studies:

Chimwemwe Juwa - Ministry of Education Science and Technology

Andrew Nasalangwa - Domasi Demonstration Secondary School
Sheriff Chafutwa - Malawi National Examination Board
Jackson Yekha - Malawi Institute of Education
William Chikontha - Lilongwe Technical College
Chikondi Matola - Chichiri Secondary School
Gregory Kunyenje - University of Malawi
Catherine Chavula - Mzuzu University
Josiah Chavula - Mzuzu University

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

Finally, thanks should also go to Dasiano Mapanje, Seyani Nayenda and Rebecca Chidenga for
providing expert advice on the syllabus during its development.

Production team

Editing: Max J Iphani

Typesetting and
layout: Jayne Matemba-Bvumbwe
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .................................................................................................................. iii
Foreword ..................................................................................................................................... v
The secondary school curriculum in Malawi ........................................................................ vii
Developmental outcomes ......................................................................................................... viii
Rationale for computer studies ................................................................................................ xi
Scope and sequence chart for Forms 1 and 2 ......................................................................... 1
Scope and sequence chart for Forms 3 and 4 ......................................................................... 4
Teaching syllabus for Forms 1 and 2 ....................................................................................... 8
References .................................................................................................................................... 29
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for computer studies
Computer skills are required in almost all fields. Individuals and organisations use computer
technology to operate more efficiently in areas such as communication, information processing,
data storage, information management, data analysis and presentation. Computer literacy is
therefore important in an individual’s life.

Computer studies enables students to acquire skills for intellectual growth, personal
enhancement as well as contribute towards the socio-economic development of the country. The
students use the knowledge and skills to solve problems in their daily lives. Additionally, the
subject enables them to participate productively in the global village.

Core elements and their outcomes

Computer fundamentals
The students will be able to demonstrate an understanding of hardware, software and the
impact of computer technology on society.

Application software
The students will be able to use software in information processing, analysis, management and
presentation.

Communication networks
The students will be able to apply the knowledge and skills of communication technologies in
their daily lives.

Personal computer management and maintenance

The students will be able to demonstrate skills in the safe use of computers and their
peripherals as well as identify and solve hardware and software related problems.

Programming techniques and logical methods

The students will be able to apply basic programming principles to solve problems.

xi
 Scope and sequence chart for Forms 1 and 2

Core element Form 1 Form 2

Computer Introduction to computers Computers and the society
fundamentals  definition of key terms  areas where computers are used (agriculture, health,
 history of computers financial systems, transport, entertainment)
 usage of computers  implications of computer use
 types of computers  safe guards (content filtering, passwords, firewalls,
 number systems antivirus)
 data storage and representation  logical and physical layers of security

Hardware and software

 software
 examples of software
 types of software
 system software and application software
 operating systems
 importance of operating systems
 functions of operating systems
 types of operating systems
 features of different operating systems
 computer hardware
 hardware components
 components of a system unit

Core element Form 1 Form 2

1
 Using computers
Computer fundamentals
 computer keyboard
 mouse
 booting
 logging in and logging out
 navigating the operating system environment
 file management
 typing

Application software Using word processors

 word processors (definition, types, features , benefits)
 working with a word processor (launching, creating,
formatting, editing, saving, using shortcuts and
commands, printing, opening, closing)
 working with a word processor (graphics, tables, inserting
objects, exiting, merging)

Using presentation software

 presentation software (definition, types, features, benefits)
 working with presentation software (launching, creating,
formatting, editing, saving, using shortcuts and
commands, printing, opening, closing, graphics, tables,
inserting objects, exiting)

Core element Form 1 Form 2

2
  formatting a presentation (working with slides, inserting
slides, copying, moving, deleting slides, editing slide
masters, design templates, slide layout, slide transition
and animation, slide show)

Personal computer Safe use of computers

management and  hazards to system (power, switching on and off, Management of computers
maintenance temperature, liquids, food, dust)  hardware installation (standard peripherals: mouse,
 hazards to users (posture, radiation, repetitive strain keyboard, monitor, USB devices)
injury, eye strain)  device management (RAM, processor speed, processor
 computer viruses (definition, types, how they are type, system type: 32 bit, 64bit, hard disk space)
spread, how they can be prevented)
Troubleshooting computers
 hardware
(physical connectivity of devices, power, loose cables)

Scope and sequence chart for Forms 3 and 4

3
Core element Form 3 Form 4
Application software Using spreadsheets Using spreadsheets
 spreadsheets
 features of spreadsheets  sorting data
 types of data  using the filter function
 working with a spreadsheet  charts and graphs
 entering data in a worksheet  importing files into a spreadsheet
 editing and formatting worksheets  linking files
 printing a worksheet
 opening, saving and closing a worksheet Using database
 cell referencing  database (definition, types of databases, computerized,
 formulae and functions models, features, benefits)
 built-in functions  database management software (examples)
 working with databases

Core element Form 3 Form 4

4
Application Software Using desktop publishing software
 desktop publishing software (definition, purpose,
types: graphical based, layout based , features,
benefits)
 working with desktop publishing software (creating,
formatting, editing, saving, printing, opening, closing,
graphics, inserting objects, exiting)
 designing publications
(types, orientation, layout, margins, text boxes, page
size, manipulating graphics, moving, resizing,
reshaping, flipping and rotating, cropping,
exporting and printing publications)

Personal computer Software installation

management and  operating system
maintenance  device drivers
 application software

Troubleshoot computers
 hardware (BIOS, boot sequence, sound)
 software
(repair software, uninstall software, system restore,
system update, restart processes )

Core element Form 3 Form 4

5
 Introduction to communication technologies Introduction to computer networks
Communication  basic terminologies  types of computer networks (PAN, LAN, MAN, WAN)
networks  history of communication technologies (telephone,  network topologies (eg bus, star, ring, mesh)
cellular, internet)  network reference models (OSI, TCP/IP)
 uses of networks (business applications eg e-  network protocols (eg HTTP, DNS, FTP, TCP, UDP, IP,
banking, mobile banking, auto teller machines, point Ethernet, 802.11)
of sale, home applications, remote access, mobile  the internet
communication)  methods of internet access (eg dial-up, leased line,
 elements of communication systems broadband, wifi, wimax)
 network devices (eg modems, routers, transmitters,  addressing systems (port numbers, IP addresses: classiful
receivers, switches, repeaters, hubs, nics, bridges) and classless, MAC addresses)
 transmission signals (signals; analogue, digital,  internet protocols
modulation)
 transmission media: physical ;copper cables, optic 1. Network applications
fibre cables; wireless)  the world wide web (search engines)
 transmission techniques  social networks (advantages and disadvantages)
 transmission modes  electronic mail (e- mail accounts, webmail, e-mail clients)
 distributed applications (banking, utility bills)

Core element Form 3 Form 4

6
Programming Programming fundamentals
techniques and  definitions (computer program, programming,
logical methods compiler, translator, assembler)
 history of programming languages (machine
language, assembly language, high level languages)
 programming languages (examples: pascal, fortran,
COBOL, C, C++, Java, HTML, visual basic)
 programming in basic (concepts, programme
structure, variables, compiling and running )
 key words (calculate, count)
 input and output (read, display, print)
 operators (arithmetic: addition, subtraction,
multiplication, division, logical: and, or, not
comparison operators; equal to, not equal to, less
than, greater than)
 control structures (sequence, selection, loops)

7
 Teaching syllabus for Forms 1 and 2

Form 1 Term 1
Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer technology on
society

Assessment standard Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
learning activities learning and teaching and
assessment learning
methods resources

We will know this when Students must be able to:

the students are able to:
1 define the terms, computer, Introduction to  discussing key  discussion  computer sets
 demonstrate an data, programme, computers computer  question and  charts
understanding of information, technology, terminologies eg answer  cards
computer Information Technology (IT), ICT, computers, data,  group work  pictures
terminologies and Information and information  pair work  videos
trace the history of Communication Technology  field visits  internet
computers (ICT)  resource persons

2 identify generations of  discussing different

computers generations of
computers

8
Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer technology on
society

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching
learning and and
assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to: 1 state the uses of computers Computers and  discussing uses of computers  discussion  videos
2 classify computers according to their use  classifying computers  question and  internet
 demonstrate size, functionality and purpose according to size, functionality answer  charts
an and purpose  group work  pictures
understanding  discussing how number  pair work  computer
of uses of systems relate to computers  field visits sets
computers and 3 describe units of data  discussing data storage units  resource
their representation (bits, byte, kilobyte, persons
classification megabyte , gigabyte, terabyte)
4 convert between different units  converting between units of
of data data (bits, bytes, kilobytes,
megabytes, terabytes)
5 describe different character sets  discussing word, character,
character sets, ASCII, EBCDIC

9
Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

We will know this Students must be able to:

when the students 1 define computer hardware Hardware  defining computer  discussion  computers
are able to: and hardware  group work  printers
2 identify the components of the software  identifying the  question and  scanners
 describe the system unit components of the answer  monitors
components of system unit  practical work  mouses
a computer and 3 identify input, output, storage  identifying input ,  field visits  joy sticks
its peripherals and communication device output, storage  resource persons  hard drives
devices, CPU and  memory sticks
communication  videos
devices  internet
4 describe the components of the  discussing the  CDs
system unit components of a  DVDs
computer system unit  floppy diskettes
 optical drives
 fax machine
 modems

10
Form 1 Term 2
Core element: Personal computer management and maintenance
Outcome: The students will be able to demonstrate skills in the safe use of computers and their peripherals as well as identify and
solve hardware and software related problems.

Assessment Success criteria Theme/Topic Suggested teaching and learning Suggested Suggested
standard activities teaching, teaching and
learning and learning
assessment resources
methods

We will know Students must be able to:

this when the
students are 1 explain the benefits of following Safe use of  discussing the benefits of  discussion  computers
able to: proper procedures for switching computers following procedures for  group work  printers
on/off a computer system switching on /off a computer  question and  videos
 demonstrate 2 explain how computers can be  discussing how computers can answer  charts
an affected by temperature, power, be affected by temperature,  practical work  antivirus
understanding liquids and dust power, liquids and dust  demonstration software
of the safe use 3 exercise good keyboard posture  practising good keyboard  brainstorming
of computers posture  field visits
4 state hazards related to use of  discussing hazards related to use  resource persons
computers of computers
 discussing health hazards related
to computer use
 discussing environmental
hazards related to computer use.
5 describe the policy on safe  discussing the policy on safe
disposal of computer components disposal of computer components

11
Core element: Personal computer management and maintenance
Outcome: The students will be able to demonstrate skills in the safe use of computers and their peripherals as well as identify and
solve hardware and software related problems.

Assessment Success criteria Theme/Topic Suggested teaching and learning Suggested Suggested
standard activities teaching, teaching and
learning and learning
assessment resources
methods

We will know this Students must be able to:

when the
students are able 1 define computer virus Safe use of  brainstorming computer  discussion  computers
to: computers viruses  group work  printers
2 state types of viruses  question and  videos
 demonstrate an  discussing types of viruses answer  charts
understanding  practical work  antivirus
of the safe use 3 explain how viruses are spread  discussing how viruses are  demonstration software
of computers spread  brainstorming  resource
 field visits persons
4 explain how viruses can be  discussing how viruses can be
prevented prevented

Core element: Computer fundamentals

12
 Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer technology on
society

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning resources
assessment
methods

We will know this Students must be able to:

when the students
are able to: 1 define computer software Hardware  discussing software  discussion  computers
2 list examples of software and software  listing examples of software  group work  Windows XP
 differentiate 3 distinguish between system  categorising software into  question and  Windows 7
system software software and application system and application answer  Ubuntu software
and application software  comparing system software and  practical  MS-office 2003
software application software work  MS-office 2007
4 define operating system  discussing operating systems  field visits  MS-office 2010
5 explain the importance of an  discussing the importance of  Linux
operating system operating systems  Unix
6 state the functions of an  discussing the functions of an  MS-DOS
operating system operating system  MacOS
 videos
 internet
 resource persons

Core element: Computer fundamentals

13
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer technology on
society

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning resources
assessment
methods

We will know this Students must be able to:

when the students
are able to: 1 state types of operating Hardware  discussing types of operating  discussion  computers
systems and systems  group work  windows XP
 differentiate software  question and  windows 7
system software answer  windows 8
and application 2 outline features of different  discussing features of different  field visits  ubuntu
software operating systems operating systems  linux
 unix
 MS-DOS
 macOS
 resource persons

Form 1 Term 3

14
 Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society.

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standard activities teaching, teaching
learning and and learning
assessment resources
methods

We will know this Students must be able to:

when the students
are able to: 1 describe a computer keyboard Using  discussing a computer keyboard  discussion  computers
2 identify alphanumeric keys, computers  identifying keys on a computer  group work  videos
 use the special keys and function keys keyboard  question and  internet
computer on the computer keyboard answer  charts
keyboard and 3 list types of computer  discussing types of computer  practical work  mouses
mouse keyboards keyboards  field visits  keyboards
4 state the functions of various  discussing the functions of various  resource
keys of a computer keyboard keys of a computer keyboard persons
 using the keyboard to enter text and
commands
5 describe a computer mouse  discussing a computer mouse and
its parts
6 identify types of mouses  identifying types of mouses
7 state the functions of a mouse  discussing the functions of a mouse

Core element: Computer fundamentals

15
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

We will know this Students must be able to:

when the students
are able to: 1 identify the power Using computers  identifying the power button  discussion  computers
button  group work  videos
 login and logout 2 boot a computer  booting a computer  question and  internet
of a computer 3 login and logout of  logging in and logging out of a answer  charts
a computer computer  practical work  mouses
4 Create user  creating user accounts  demonstration  keyboards
accounts  changing user accounts  field visits  resource
5 Create user  creating user passwords persons
passwords

Core element: Computer fundamentals

16
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to: 1 navigate through menus, Using  navigating through  discussion  computers
options, desktop computers menus, options, desktop  group work  videos
 use features of properties, standard properties, standard  question and  charts
an operating icons, taskbar, dialog icons, taskbar, dialog answer
system boxes, folders of a boxes, folders of a  practical work
computer computer  demonstration
 field visits
2 use the search facility of  using the search facility  resource persons
a computer of a computer

Core element: Computer fundamentals

17
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to: 1 create folders and files Using computers  creating folders and files  discussion  computers
 group work  videos
 manage files 2 delete folders and files  deleting folders and files  question and  charts
and folders answer
3 copy folders and files  copying folders and files,  practical work
 demonstration
4 move folders and files  moving folders and files

5 type characters,  typing characters,

numbers, and words numbers, and words
6 rename folders and files  renaming folders and
files

18
Form 2 Term 1
Core element: Personal computer management and maintenance
Outcome: The students will be able to demonstrate skills in the safe use of computers and their peripherals as well as identify and solve hardware and software
and related problems

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning resources
methods

We will know Students must be able to:

this when the
students are 1 connect hardware correctly Management of  connecting hardware  discussion  computers
able to: computers correctly  group work  printers
 question and  videos
 demonstrate 2 check system information  checking system answer  charts
the ability to information  practical work  RAM modules
connect  demonstration  hard disk
hardware 3 explain the importance of  discussing the  brainstorming  mouses
and check RAM, processor speed, system importance of checking  field visits  keyboards
system type, processor type, hard disk RAM, processor speed,  USB devices
information space system type, hard disk  motherboards
space  resource persons

Core element: Application software

19
Outcome: The students will be able to use software in information processing, analysis, management and presentation

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to: 1 describe a word Using word processors  discussing a word  discussion  computers
processor processor  group work  printers
 use a word  question and  videos
processing 2 identify types of word  discussing types of answer  charts
programme processors word processors  practical work  word
 demonstration processing
3 list the features of a  identifying features  brainstorming software
word processor of a word processor  resource
persons
 discussing features
of a word processor

4 state the benefits of  discussing benefits

word processors of word processors

Core element: Application software

20
Outcome: The students will be able to use software in information processing, analysis, management and presentation

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

We will know this Students must be able to:

when the students
are able to: 1 launch a word Using word  starting a word  discussion  computers
processing program processors processing program  group work  printers
 use a word 2 create a document  creating a document  question and  videos
processing 3 save a document  saving a document answer  charts
programme 4 print a document  setting up a page for  practical  word processing
printing  demonstration software
 printing a document  resource
5 open a document  opening a document persons
6 close a document  closing a document
7 edit text  editing a text document
8 format document  formatting a document
9 splitting a window  splitting a window
10 use shortcuts and  using shortcuts and
commands command

21
Form 2 Term 2
Core element: Application software
Outcome: The students will be able to use software in information processing, analysis, management and presentation

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning resources
assessment
methods

We will know Students must be able to:

this when the 1 create tables Using word  creating tables  discussion  computers
students are able 2 insert tables processors  inserting tables  group work  printers
to: 3 edit tables  editing tables  question and  videos
4 create charts  creating charts answer  charts
 use a word 5 insert graphics and objects and  inserting graphics and  practical work  word processing
processing charts objects  demonstration software
programme 6 close a document  closing a document  field visits  student
7 exit a word processing  closing a word experiences
programme processing programme  resource persons
8 use merge options  discussing mail merge
and its advantages
 creating a form letter and
data source
 producing personalised
letter from a form letter
and data source
 merging mail
 merging documents

22
Core element: Application software
Outcome: The students will be able to use software in information processing, analysis, management and presentation

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to: 1 define presentation Using  discussing presentation  question and  computers
software presentation software and its features answer  charts
 demonstrate an 2 state examples of software  discussing the benefits of  discussion  printers
ability to use presentation software using presentation software  group work  videos
presentation 3 create a presentation  creating a presentation  pair work  LCD
software 4 add slides to a  adding slides in a  demonstration projectors
presentation presentation  practical  presentation
5 edit text in a  editing text in a presentation software
presentation
6 copy slides  copying slides

7 move slides  moving slides

8 hide slides  hiding slides

23
Core element: Application software
Outcome: The students will be able to use software in information processing, analysis, management and presentation.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

We will know this Students must be able to:

when the students 1 format slides Working  formatting slides  question and  computers
are able to: with answer  charts
2 save a presentation presentation  saving a presentation  discussion  printers
 demonstrate an software  group work  videos
ability to use 3 print a presentation  printing a presentation  pair work  LCD
presentation  demonstration projectors
software 4 insert tables objects  inserting tables objects and  practical work  presentation
and graphics in a graphics in a presentation software
presentation

5 close a presentation  closing a presentation

6 use shortcuts and
command  using shortcuts and command

Form 2 Term 3
24
Core element: Application software
Outcome: The students will be able to use software in information processing, analysis, management and presentation.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

We will know this Students must be able to:

when the students
are able to: 7 use slide masters, themes Working  using slide masters,  question and  computers
 demonstrate an and templates with themes and templates answer  charts
ability to use 8 use slide transition and presentation  using slide transition and  discussion  printers
presentation animation software animation features  group work  videos
software 9 run a slide show  running a slide show  pair work  LCD projectors
 demonstration  presentation
 practical work softwares

25
Core element: Personal computer management and maintenance
Outcome: The students will be able to demonstrate skills in the safe use of computers and their peripherals as well as identify and solve
hardware and software related problems.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning resources
assessment
methods

We will know this Students must be able to:

when the students
are able to: 1 identify hardware Troubleshooting  tracing hardware problems  discussion  technician’s
 identify and problems computers  group work toolkits
solve basic  question and  computers
computer 2 identify sources of  identifying sources of answer  videos
problems problems problems (physical  practical  printers
connectivity devices, power,  demonstration  charts
loose cables)  field visits  USB storage
 devices
3 identify solutions  discussing possible solutions  Internet
 resource persons

26
Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society.

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standard activities teaching, teaching and
learning and learning resources
assessment
methods

We will know this Students must be able to:

when the students
are able to: 1 describe uses of Computers  discussing uses of computers in  group  videos
computers in various and the different fields discussion  internet
 describe the fields society  investigating uses of computers  future’s wheels  charts
uses of  debate  computers
computers and 2 describe the social, legal,  discussing the legal, social,  brainstorming  videos
their economic, ethical and economic, ethical and  practical  charts
implications on environmental environmental implications of  field visits  resource persons
society implications of computer use
computer use  discussing the management of
computer waste

27
Core element: Computer fundamentals
Outcome: The students will be able to demonstrate an understanding of hardware, software and the impact of computer
technology on society.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning resources
assessment
methods

We will know this Students must be able

when the students to:
are able to:
1 explain methods of Computer and  listing the methods of  discussion  computers
 safeguard safeguarding Society safeguarding computer  group work  videos
computer computer resources resources  question and  internet
resources 2 describe the  discussing the benefits of answer  charts
using various importance of safeguarding computer  practical work  antiviruses
methods safeguarding resources  debate  resource persons
computer resources  discussing the importance of  brainstorming
content filtering, passwords,  field visits
firewalls and antiviruses

3 distinguish between  discussing logical and physical

logical and physical layers of security
layers of security

28
References

Birbal, R Taylor, M (2010). Log on to IT for CSEC. England: Carlong Publishers

Limited.
Fishpool, B Information technology level 1: foundation diploma. Pearson Company.
Gay, G Blades, R (2009). Oxford information technology for CSEC. New York: Oxford
University Press.
Langat, J Musonye, D Wanjohi, A (2006). Foundation computer studies student’s book
for form 2. Nairobi: Jomo Kenyatta Foundation.
Langat, J Musonye, D Wanjohi, A (2006). Foundation computer studies student’s book
for form 3. Nairobi: Jomo Kenyatta Foundation.
Leadbetter, C Belanyek, B Rouse, G (2012). OCR computing for A level. London:
Hodder Murray.
Ministry of Education, Science and Technology (2001). Malawi senior secondary
teaching syllabus for computer studies forms 3-4. MIE: Domasi.
Mulli, D Ochieng’, D Ndegwa, J, Kioko, J (2010). Log on computer studies for senior
secondary volume 1. Nairobi: Kenyatta Literature Bureau.
Mulli, D. Ochieng’, D Ndegwa, J, Kioko, J (2010). Log on Computer studies for senior
secondary volume 2. Nairobi: Kenyatta Literature Bureau.
Musonye, D Wanjohi, A (2005). Foundation computer studies student’s book for form 1.
Nairobi: Jomo Kenyatta Foundation.
Musonye, D Wanjohi, A (2005). Foundation computer studies student’s book for form 4.
Nairobi: Jomo Kenyatta Foundation.
Stephen, M (2010). Get started computing windows 7 edition. London: Hodder
Education.
Stephen, M (2010). Get started excel windows 7 edition. London: Hodder Education.

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