Republic of Zambia

Ministry of Education, Science, Vocational Training

and Early Education

Computer Studies Syllabus

(Grades 8 and 9)

Published by the Curriculum Development Centre

P O Box 50092
Lusaka
August 2013
COPYRIGHT
© 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

Computer Studies Grades 8 & 9 i

 VISION

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

Computer Studies Grades 8 & 9 ii

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 analyze and practically apply knowledge that help them gain life skills. Its competences and general outcomes are
the expected outcomes to be attained by the learners 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 8 and 9 level as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

Chishimba Nkosha (Mr.)

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

Computer Studies Grades 8 & 9 iii

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, Copperbelt University, the University of
Zambia, 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 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

Computer Studies Grades 8 & 9 iv

TABLE OF CONTENTS

COPYRIGHT........................................................................................................................................................................................................................................ i

VISION................................................................................................................................................................................................................................................ ii

PREFACE............................................................................................................................................................................................................................................ iii

ACKNOWLEDGEMENT................................................................................................................................................................................................................... iv

INTRODUCTION............................................................................................................................................................................................................................... vi

GENERAL OUTCOMES.................................................................................................................................................................................................................. viii

GRADE 8............................................................................................................................................................................................................................................. 1

GRADE 9........................................................................................................................................................................................................................................... 10

APPENDIX 1 GRADES 8 & 9 COMPUTER STUDIES SCOPE AND SEQUENCE...................................................................................................................20

TERMINOLOGIES............................................................................................................................................................................................................................ 25

Computer Studies Grades 8 & 9 v

INTRODUCTION
This first ever Computer Studies (CS) syllabus for Zambia offers a wide perspective of the subject. It accords learners knowledge and skills in
computers usage and application as well as a variety of computer based technologies and their impact on society. The nature of the CS subject is
such that it will best be learnt within the context of application. As such, activities, projects and problems that replicate real life should form an
integral part of the teaching and learning process. The Junior Secondary Computer Studies syllabus is meant to prepare learners for the world of
work, further education within the discipline and simply lifelong learning. Since CS is extremely dynamic and also significantly always impacting on
the way we live, learners should be encouraged to grapple with its complexities if they are to become competitive citizens in today’s globalised
world.

The assessment framework in this syllabus should utilise various types of continuous assessment strategies. This is meant to determine learners’
competences in the CS outcomes presented here. It is desired that the teacher as much as possible utilise assessment strategies that promote active
learning by the learner. The case in point include portfolios, observation sheets (to gauge certain competences), written assignments and reports,
presentations, projects and experiments

The indicator of the achievement of these General outcomes will be based on acquisition of the skills through Assessment of the learner’s
competence on practical outcomes.

Time and Period Allocation

This syllabus covers a two-year course in Computer Studies and will require at least two hours forty minutes (four-40 minute periods - one double
for practical and two single periods for theory) per week to complete.

Assessment Scheme
Computer Studies is a practical subject and as such this syllabus places a lot of emphasis on the use of common application packages as well as
object oriented programming languages. It will therefore be the schools’ responsibility to ensure that relevant equipment and facilities needed by
learners to meet the minimum requirements for assessment purposes are acquired.

It is proposed that two modes of assessments namely theory and practical are used. Thus the assessment of Computer Studies will be divided into
two sections.

1. Theory (External assessment by the Examinations board): 60%

2. Practical (Paper 2) (External – Examination board): 40%
Computer Studies Grades 8 & 9 vi
 PAPER 1 PAPER 2
SKILLS PERCENTAGE (%) SKILLS PERCENTAGE (%)
Knowledge 15 Report 15
Comprehension 5 System Product 20
Application 10 Demonstration (Presentation) 5
Analysis 5
Synthesis 10
Evaluation 15
TOTAL 60 TOTAL 40

Rationale
Computer Studies is about how computers compute -it is not just about learning how to use the computer. 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 science, meaning
computer and algorithmic processes, including their principles, hardware and software designs, their applications, and the impact they have on
society.

Computer Studies especially at the junior secondary level 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.

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

Computer Studies Grades 8 & 9 vii

GENERAL OUTCOMES
The General Outcomes for the Junior Secondary School Computer Studies (CS) course are to enable learners:

1. Demonstrate an understanding of the concept of safety and misuse when using technology
2. Operate and take care of a computer and its common peripherals
3. Use a computer to accomplish given tasks
4. Appreciate the role computers play in everyday life.
5. Demonstrate understanding and operating skills required for a variety of ICTS
6. Communicate using appropriate multimedia to interact with others.
7. Enable learners attain entrepreneurship skills for survival

Computer Studies Grades 8 & 9 viii

General Outcomes Key Competences
 Demonstrate an understanding of the concept of safety and misuse when  Understand and apply requirements of CS ethics and security.
using technology  Share their knowledge and skills through the internet
 Operate and take care of a computer and its common peripherals  Create posters and other advertisement materials for the school
 Use a computer to accomplish given tasks events.
 Appreciate the role computers play in everyday life.  Ensure appropriate email address is used for formal
 Demonstrate understanding and operating skills required for a variety of CS communications.
 Communicate using appropriate multimedia to interact with others.  Carry out a detailed research programme related to computing.
 Enable learners attain Entrepreneurship skills for survival  Collaborate and share knowledge and ideas with others.

GRADE 8

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT

KNOWLEDGE SKILLS VALUE
8.1 Introduction 8.1.1Terminologies 8.1.1.1 Explain the meaning of the terms  Hardware (Monitor,  Observation  ICT appreciation
to Computer 8.1.2 Parts of a hardware, software, Information, Keyboard, Mouse, Central  Identification  Team work
computer communication and Processing Unit-CPU, of parts  Safety
8.1.3 Input- communications technology Uninterruptible Power  Switching on consciousness
process- 8.1.2.1 Identify a computer as a general Supply-UPS, printer, and switching off a
output purpose machine that operates scanner), Software computer
operations under different sets of (Various programmes  Comparing
instructions for various uses such as the Operating  Connecting a
8.1.3.1 Describe the main parts of a system, Word processors) computer to a power
computer  Difference between cable and
8.1.3.2 State the three basic operations in data and information peripherals
a computer system  computer as a  Interpretation
8.1.3.3 Relate computer parts to the basic general purpose machine of some acronyms
operations  Components of a
computer system (i.e.
central processing unit –
Computer Studies Grades 8 & 9 1
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
CPU, input devices,
storage devices & output
devices)
 Uses of main parts
of computer
 Advantages and
disadvantages of a
computer
 Appreciating
different types of storage
media
8.2 Basic 8.2.1 Health & 8.2.1.1 Assume correct posture to avoid  Mustering home  Manipulation  Team work
Operations safety injuries keys  Identification  Safety
8.2.2 Care for 8.2.1.2 Identify safety risks  Safety issues  Switching on consciousness
Computer 8.2.2.1 Demonstrate the need to take care associated with ICT and off computers  Appreciation
Systems of computer and storage media to use( e.g. securing power and other devices  Security
8.2.3 Computers & prevent data loss cables and avoiding  Connecting consciousness
peripherals 8.2.3.1 Power up and down of computers liquids and dust near computers to power
8.2.4 Security & and various technologies and computers.) cables and
Viruses peripherals correctly  Sequence of peripherals
8.2.5 Types of user 8.2.3.2 Perform basic computer powering up and down of  Comparing and
interfaces operations various technologies(i.e. contrasting
8.2.4.1 Explain the consequences of theft TV, cell phone, printer,  Keyboard
of computers or other portable scanner, etc) skills
ICT devices  Basic computer  Securing
8.2.5.1 Interact with icons and menus in operations (e.g. Moving computers
a Graphic User Interface (GUI) cursor, clicking on icon,
environment using pull-down menus,
8.2.5.2 Compare and contrast different ejecting disks etc)
types of user interfaces  Consequences of

Computer Studies Grades 8 & 9 2

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
theft of computers or
other portable ICT
devices
 Using different types
of user interfaces
 Pros and cons of
different types of
interface(command driven
and graphical user
interfaces)
8.3 Computers 8.3.1 Household, 8.3.1.1 Identify and demonstrate the use  Household  Identification  Appreciation
in everyday Entertainmen of household appliances and appliances and devices  Manipulation  Safety
life t and devices that are controlled by that are controlled by  Demonstration consciousness
recreation embedded microprocessors embedded  Responsibility
appliances 8.3.2.1 State common uses of office microprocessors (e.g.  Team work
8.3.2 Office equipment Washing machines,  Skilfulness
Equipment 8.3.3.1 Exhibit knowledge of using microwave ovens, digital  Computer literacy
8.3.3 Industrial and computers in Industry watches & cameras)
Commercial 8.3.4.1 Identify the role computers play  Common uses of
Applications in aiding learning office equipment
of computers 8.3.4.2 Identify social and economic (Computers, Printers, Fax
8.3.4 Computer effects of computers machines, Telephone
based systems, Liquid Computer
learning Device -LCD projectors,
scanners etc)
 Computers in
Industry (e.g. chemical
processing plants e.g.
Indeni, Mining, Liming
and Cement, beverage
manufacturing / Financial
Computer Studies Grades 8 & 9 3
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
institutions i.e. LUSE,
Health, Ticket reservation
systems, defence and
security etc)
 Computers as aids
for learning (e.g. Self
placed interactive lessons
that effectively use
multimedia)
 Social and economic
effects of computers (e.g.
security concerns,
deskilling, failure of
systems, dependability on
systems, human rights
violation and computer
misuse)
8.4 Productivity 8.4.1 Introduction 8.4.1.1 Demonstrate how to operate  Starting Windows,  Inputting data  Productivity
Tools (Word to Windows Windows the start button and correctly  Efficiency
Processing) 8.4.2 Key in and 8.4.1.2 Demonstrate how to start and taskbar, starting with the  Icon  Effectiveness
Edit Text quit a program start menu, Familiarise identification  Entrepreneurship
8.4.3 Text 8.4.2.1 Demonstrate text input, type with the main functions of  Manipulation  Accuracy
Manipulation over, insertion of words & the keyboard, shift and  Agility in  Appreciation
and symbols, deletion and control keys typing text
Formatting reformatting  start and quit a  Text
8.4.4 Proof 8.4.3.1 Demonstrate copying, deleting program management (input
Reading and moving blocks of text within  Text input, type of text, formatting
8.4.5 Print Preview a document over, insertion of words & of text)
and Printing 8.4.3.2 Illustrate the use of a clipboard symbols, deletion and  Accuracy
8.4.6 Saving Files 8.4.3.3 Use the undo command to reformatting
8.4.7 Drawing reverse the effect of the last  Copying, deleting
Computer Studies Grades 8 & 9 4
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
Simple action and moving blocks of text
Graphics 8.4.3.4 Use the redo command to reverse within a document
the undo action  Clipboard
8.4.4.1 Check the spelling of words in a ( temporary storage area
document against a built-in in the memory)
dictionary  Undo command to
8.4.4.2 Describe the limitations of the reverse the effect of the
spelling checker last action
8.4.5.1 Use the print preview and print a  Redo command to
document reverse the undo action
8.4.6.1 Demonstrate how to save a file to  Spelling of words in
a specific location or media a document against a
8.4.7.1 Create graphics using basic built-in dictionary (i.e.
graphic elements Thesaurus)
 Limitations of the
spelling checker
 Print preview and
print a document
 Saving a file to a
specific location or media
 graphics using basic
graphic elements (e.g.
lines, curves, sectors,
polygons, circles, ovals,
squares and rectangles)
8.5 Productivity 8.5.1 Introduction 8.5.1.1 Demonstrate an understanding of  Worksheet and  Loading of a  Accuracy
Tools 8.5.2 Entering and the concept of worksheet and workbook single spreadsheet  Empathy
(Spread editing data workbook  Common features of  Loading of two  Appreciation
Sheets) 8.5.3 Adding 8.5.1.2 Explain the common features of a a spreadsheet (cells, or more  Team work
Formula spreadsheet formula bars) spreadsheets  Quality work

Computer Studies Grades 8 & 9 5

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
8.5.4 Saving and 8.5.1.3 Demonstrate the application of a  Application of a  Switching  Responsibility
Printing spreadsheet in everyday life spreadsheet in everyday between worksheets  Security
8.5.2.1 Enter and manipulate data using life (i.e. Student records,  Switching consciousness
spread sheets for a specific business stock, between workbooks
purpose accounting, invoices)  Identification
8.5.2.2 Illustrate the skill of entering text  Entering and of icons
& numbers in specified cells manipulating data using  Application of
8.5.2.3 Delete and edit text and numbers spread sheets addition,
in cells as required  Deleting and editing subtraction,
8.5.3.1 Enter data, numbers and apply text and numbers in cells multiplication and
simple formula with a range not as required division symbols
more than ten cell addresses  Entering text and with formulae
8.5.3.2 Design, create and modify a numbers in specified cells  Manipulation
spread sheet for a specific  Entering data,  Application of
purpose with a maximum of five numbers and applying quick numerical
cell addresses simple formula with a computations
8.5.4.1 Save to specified folder and print range not more than ten  Accuracy
a spread sheet cell addresses (i.e.  Designing
8.5.4.2 Change magnification to addition, subtraction,
appropriate percentage to print a multiplication and
given spread sheet division)
 Designing, creating
and modifying a spread
sheet for a specific
purpose (using functions
like sum, product, average
and quotient) with a
maximum of five cell
addresses
 Saving to specified
folder and print a spread
Computer Studies Grades 8 & 9 6
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
sheet
 Changing
magnification to
appropriate percentage to
print a given spread sheet
formulae
8.6 Productivity 8.6.1 Publishing 8.6.1.1 Define desktop publishing  Desktop publishing  Identification  Entrepreneurship
Tools basics and 8.6.1.2 Identify the two types of a (i.e. typesetting, and  Manipulation  Accuracy
(Desktop Features publication layout designs using  Accuracy  Team work
publishing) 8.6.2 Pre-designed 8.6.1.3 Compare different features of desktop computers)  Loading a  Quality work
layouts or desktop publishing and word  Types of a publishing package  Appreciation
Templates processing software publication (i.e. text and  Switching between  Responsibility
8.6.3 Fonts 8.6.1.4 Generate frames in which text graphics) two or more loaded  Security
8.6.4 Elementary and graphics are placed  Features of desktop publishing packages consciousness
Graphics 8.6.1.5 Edit the layout of a publication publishing and word
8.6.5 Colours and 8.6.2.1 Input text directly into a processing software
Fonts publication  Frames in which text
8.6.6 Clip art/Re- 8.6.2.2 Import text from word processing and graphics are placed
designed document into a publication  Editing the layout of
graphics 8.6.3.1 Apply the three elements of a publication
fonts; namely typeface, style and  Inputting text into a
point size publication
8.6.4.1 Create graphics using basic
 Importing text from
graphic elements
word processing
8.6.5.1 Select colours for the outlines
document into a
and fill of objects from the
publication
palette
 Three elements of
8.6.5.2 Integrate Text into graphic design
fonts; namely typeface,
8.6.6.1 Retrieve and edit pre-designed
style and point size
graphics to compose a picture
8.6.6.2 Identify how productivity tools  Graphics using basic

Computer Studies Grades 8 & 9 7

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
complement each other graphic elements (e.g.
lines, curves, sectors,
polygons, circles, ovals,
squares and rectangles)
 Colours for the
outlines and fill of objects
from the palette
 Integrating Text into
graphic design
 Retrieving and
editing pre-designed
graphics to compose a
picture
 Identify how
productivity tools
complement each other
8.7 Networking 8.7.1 Networking 8.7.1.1 Understand the rationale of  The importance of  Connecting a  understanding of
& the 8.7.2 The Internet networking computers in information sharing network cable to a types of ports
Internet 8.7.3 Web different locations (i.e. share  Identify types of computer (connection points)
browsers software, documents, databases wired media  Accessing  appreciation of
8.7.4 Using search & other resources)  Describing the different media files internal storage
engines 8.7.1.2 Differentiate between Wired and various media from external media and external
8.7.5 Email wireless networks  Uploading and storage devices and storage media
8.7.2.1 Display proficiency in accessing downloading different internal storage  appreciation that
information using a local area media files devices information is also
network (LAN), and a Wide area  Surfing the Web  Launching a stored on remote
network (WAN) web browser computers which
8.7.2.2 Upload and download text,  Enter default require internet
image, audio and video files web sites and edit connection to access
8.7.2.3 Illustrate ability to search the web the sites to different information
for specific information.
Computer Studies Grades 8 & 9 8
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
8.7.3.1 Recognise web browsers as a tool ones
to accessing web pages on the  Retrieve
internet (e.g. Netscape Navigator, specific information
Internet Explorer etc) from the Internet
8.7.3.2 Demonstrate how to open a web
browser and go to specific
Universal Resource Locator
(URL)
8.7.4.1 Define a search engine and what
it is used for
8.7.4.2 Use a search engine to look for
information on the internet
8.7.5.1 Explain what email is used for

8.8 Multimedia 8.8.1 Introduction 8.8.1 Create a multimedia presentation  Differences between  Loading a  Value enhancing to
Files 8.8.2 Graphics incorporating visual image features various types of media multimedia package physically
8.8.3 Video and (i.e. clip art, video clips, sound and (video, sound,  Adding media challenged learners
Audio animated images) animations) clips to a  Productivity
8.8.1.2 Access available databases for
images, sound clips or recorded  Search for locally available presentation  Efficiency
voice to support communication multimedia files on the  Effectiveness
8.8.1.3 Support communications by computer
controlling the flow of a  Controlling
presentation (i.e. screen transitions, presentations using arrow
animating text & graphics, etc) keys

Computer Studies Grades 8 & 9 9

General Outcomes Key Competences
 Demonstrate an understanding of the concept of safety and misuse  Understand and apply requirements of ICT ethics and security.
when using technology  Share their knowledge and skills through the internet
 Operate and take care of a computer and its common peripherals  Create posters and other advertisement materials for the school
 Use a computer to accomplish given tasks events.
 Appreciate the role computers play in everyday life.  Ensure appropriate email address is used for formal communications.
 Demonstrate understanding and operating skills required for a variety  Carry out a detailed research programme related to computing.
of ICTS  Collaborate and share knowledge and ideas with others.
 Communicate using appropriate multimedia to interact with others.
 Enable learners attain Entrepreneurship skills for survival

GRADE 9
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
9.1 Introduction 9.1.1 Terminology 9.1.1.1 Recognise that ICT  Computer terminology;  Connecting peripheral  Appreciating the
to 9.1.2 Parts of a incorporates personal PDAs, GB, MHz, GHz, devices to their various types of
Computers computer computers, cell phones, BIT, BYTES, MegaBytes appropriate computer ports (serial,
9.1.3 Input-process- cameras, laptops and etc ports parallel & USB)
output other hand-held  Defining basic computer  Converting of bytes  Relation between
operations devices such as terminology into Bits and converting processing speed
personal digital  Peripheral devises Bits into Bytes, and file size
assistants (PDAs)  Units of the processing Kilobytes & Megabytes  Appreciation of
9.1.1.2 Define the term speed and their relationship  Interpreting the various limitations of
peripheral device  Units of storage – BIT, files sizes storage media
9.1.2.1 Recognise that the Byte & Word  Relating file size to regarding size
speed of a CPU is  Input, process and output storage space
measured in Megahertz devices
(MHz) or Gigahertz
(GHz)
Computer Studies Grades 8 & 9 10
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
9.1.3.1 Identify meaningful
information as a result
of processed input data
by the computer
9.1.3.2 Appreciate that certain
devices are both input
as well as output (e.g.
touch screens)
9.2 Basic 9.2.1 Computer first 9.2.1.1 Identify how to shut  How to rectify program  Foundational  Minizing the
Operations steps down an unresponsive failure operations effects of failure
9.2.2 Security & computer  Security issues associated  Keyboard skills  Avoiding
Viruses 9.2.2.1 Understand why with ICT use (Ctrl+Alt+Delete compromising the
9.2.3 Copyright usernames and  Identify licensed software combination key) system integrate
9.2.4 Storage media passwords are used on installed on a computer  How to install and
computers  Understand the difference launch Antivirus  Security
9.2.2.2 Identify and apply between open source software enhancement
safety procedures, such software and proprietary  Verifying the  Appreciating
as antivirus scans and software authenticity of software copyright laws
virus checks in  Identify types of memory  How to insert memory
maintaining data (do not segregate between cards in digital  Appreciating the
integrity primary and secondary cameras, cell phones & vulnerability of
9.2.3.1 Know how to check the memory) related devices memory cards on
ID number for a portable and
software product hand-held devices
9.2.3.2 Define the terms
freeware, share-ware
and end-user licence
agreement
9.2.4.1 Describe the
relationship between
different measures of
Computer Studies Grades 8 & 9 11
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
storage media
capacities (i.e. kilobyte,
megabyte, gigabyte)
9.3 Computers 9.3.1 Household 9.3.1.1 Describe particular  How to connect household  Connecting of  Avoid damage to
in everyday appliances technologies being used equipment (connecting a household equipment household
life 9.3.2 Computer for specific purposes in decoder, DVD player, Hi-Fi (connecting a decoder, equipment
based learning the home system to a TV) DVD player, Hi-Fi  Maximising the
(CBL) 9.3.1.2 Illustrate, using  How to connect office system to a TV) use of household
9.3.3 ICT in examples, how equipment ( connecting  Connecting of office equipment
banking and information & LCD projectors, scanners, equipment ( connecting
e-commerce communication printers, digital cameras, LCD projectors,  Avoid damage to
9.3.4 Point of Sale networks create a cell phones to computers) scanners, printers, office equipment
9.3.5 Magnetic and global community (e.g. digital cameras, cell
smart cards cell phones, internet,  Appreciating the various phones to computers)
Skype etc.) communication  Knowledge of
9.3.1.3 Demonstrate an technologies  Making calls & Saving record keeping
understanding of new  Examples of CBL Software phone numbers on cell
and emerging  Knowledge of social phones  Communicating
communication systems networks  Starting a Skype using internet
9.3.2.1 Identify different types conversation technologies
of CBL software (e.g.  Knowledge of directory,
drill practice, tutorial, folders and files  Signing oneself to a
simulation, problem particular social
 How to conduct online
solving etc.) network (e-mail, Skype,
transaction
9.3.3.1 Recognise the use of Facebook, Twitter)
 Discussing the pro and cons
computers to organise,
of e-commerce
retrieve and process
data  Appreciate the use of bar
codes  Create, change, edit and  Managing access
9.3.3.2 Appreciate the linking delete user accounts to computer
of computers in  Fundamental information
contained on the bar code resources (stocks
different locations to & price lists)
Computer Studies Grades 8 & 9 12
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
enable electronic fund  The link between the price
transfer (e.g. GIRO, list and the bar code  Integration of ICT
NETS, Automated  Security in business into other learning
Teller Machines-ATMs transactions among workers areas
etc.)  Appreciate stock
9.3.3.3 Describe e-commerce management
and the process of
purchasing goods and
services online
9.3.3.4 List advantages &
disadvantages of e-
commerce
9.3.4.1 State common uses of
computers in the
supermarket
9.3.4.2 Identify the
significance of using
bar codes in the super
market (i.e. identifying
products, statistics and
keeping track of sold
items)
9.3.5.1 Recognise the use of
PIN (personal
identification number)
as a security measure to
initiate transaction
using magnetic card
9.3.5.2 Describe the benefits of
the trend towards
cashless electronic
Computer Studies Grades 8 & 9 13
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
transaction
9.4 Productivity 9.4.1 Keyboard 9.4.1.1 Exhibit mastery of the  How to use function keys  using function keys (F1  Productivity
Tools (Word skills keyboard keys (F1 to F12) and to F12) and (letter writing,
Processing) 9.4.2 Document including function keys combination keys combination keys minutes,
setup and and touch typing  How to create paragraphs in  creating paragraphs in assignments etc)
layout 9.4.2.1 Use the tab key to word processing word processing  Efficiency
9.4.3 Search and indent the first line of  How to create, edit and  creating, editing and  Entrepreneurship
replace the paragraph delete tables using the table deleting tables using  Effectiveness
9.4.4 Copying text 9.4.2.2 Demonstrate insert the table insert
from other competence in creating  How to Integrate clip art  Integrating clip art and
document tables, inserting and and mathematical formulae mathematical formulae
windows deleting rows & in word processing in word processing
9.4.5 Pagination columns document document
9.4.6 Page 9.4.2.3 Insert objects (e.g. Clip  How to use find or search  Using the find or search
formatting art, mathematical command to locate a command to locate a
9.4.7 Filling and formula etc) specified word specified word
file retrieval 9.4.3.1 Use the search  How to replace a located  Replacing a located
command to locate word word
specified text quickly
 How to use copy / cut and  Using the copy, cut and
in a document
paste paste commands
9.4.3.2 Use the search and
 How to insert roman  Inserting roman
replace command to
numerals and denary page numerals and denary
carry out replacement
numbers in a word page numbers in a word
of specified text
document document
quickly in a document
9.4.4.1 Copy blocks of text  How to insert page breaks  Inserting page breaks
from one document  How to set page margins,  Inserting page margins,
window to another paper size and page paper size and page
9.4.5.1 Demonstrate insertion orientation before printing a orientation before
of page numbers of any document printing a document
given format  How to use save and save as  Using the save and save

Computer Studies Grades 8 & 9 14

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
9.4.5.2 Insert page and section when saving a file to a as commands when
breaks to organise text specified storage external or saving a file to a
in a document internal storage devices specified storage
9.4.6.1 Use the page set up  How to delete a file and a external or internal
command to set folder containing files and storage devices
margins, paper size and how to retrieve a deleted file  Deleting a file and a
page orientation on the computer from the folder containing files
9.4.8.1 Demonstrate ability to recycle bin and how to retrieve a
save file to a specified  Import the drawn pie chart deleted file that was on
storage drive or device from a spreadsheet into a on the computer from
9.4.8.2 Navigate to a particular word processor the recycle bin
drive and retrieve a
specific file
9.4.8.3 Delete file(s) and
retrieve from the
recycle bin
9.5 Productivity 9.5.1 Introduction 9.5.1.1 Illustrate how to open a  How to draw a pie chart on  Drawing a pie chart on  Productivity
Tools 9.5.2 Amending a template a piece of paper using a piece of paper using (budgeting,
(Spread spread sheet 9.5.2.1 Insert and delete mathematical instruments, mathematical accounting, sales
Sheets) 9.5.3 Formatting columns and rows as how to draw a similar pie instruments, drawing a forecasting, stock
cells required chart using a spreadsheet, similar pie chart using a management etc)
9.5.4 Sorting data 9.5.3.1 Change column width comparing the two methods, spreadsheet, comparing  Efficiency
9.5.5 Entering and and row height as  How to insert and delete the two methods,  Entrepreneurship
applying required columns and rows as  Linking spreadsheet to  Effectiveness
formula 9.5.3.2 Change number of required word document using
9.5.6 Saving and decimal places  How to change column hyperlinks
Printing displayed in cells as width and row height  Importing the drawn
9.5.7 Charts required  How to change decimal pie chart from a
9.5.3.3 Change text orientation places in cells spreadsheet into a word
within a cell  How to change text processor
9.5.4.1 Sort and filter data as orientation in a particular  Sorting data in a pre-
Computer Studies Grades 8 & 9 15
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
specified cell or a group of cells determined sequence
9.5.5.1 Enter data, numbers  How to apply advanced  Filtering of data in a
and apply more functions ( e.g. SUM, spreadsheet
advanced formula (i.e. AVERAGE, IF, MAX,  Interpreting numerical
multiplication, sum & MIN, COUNT, COUNTA, data into graphs or
average functions) SUMIF, ) charts
9.5.6.1 Change percentage  How to change percentage  Application of
specification to print a specification using zoom mathematical concepts
given spread sheet facility learnt in other subjects
9.5.7.1 Use chart wizard to  How to use chart wizard
create bar, line and pie  How to link spreadsheet to
charts of selected data word document using
9.5.7.2 Print a chart hyperlinks
 How to export the drawn pie
chart from a spreadsheet
into a word processor
 How to print preview and
print
 How to paginate using page
break preview
9.6 Productivity 9.6.1 Charts , 9.6.1.1 Add charts, diagrams  Identifying how  Loading a publishing  Entrepreneurship
Tools Diagrams and and pictures productivity tools package  Productivity
(Desktop pictures 9.6.1.2 Edit, resize & crop compliment each other  Switching between two  Efficient
publishing) 9.6.2 Text wrapping charts, diagrams and  Demonstrating wrapping of or  Effectiveness
9.6.3 Importing pictures text around charts, diagrams  more loaded publishing
Text 9.6.2.1 Demonstrate how to & pictures packages
9.6.4 Manipulation wrap text around  Understanding how to  choosing pre-designed
of pre- charts , diagrams & generate charts, diagrams & layouts or template for
designed pictures pictures appropriate tasks
templates 9.6.2.2 Generate frames in  Distinguishing between  Modify created
9.6.5 Colours and which charts, diagrams
Computer Studies Grades 8 & 9 16
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
Fonts & pictures are placed importing and exporting of publications
9.6.6 Saving & 9.6.3.1 Import text from other publications  Enhance objects in
Printing programs (word  Differentiating the use of publications
processor & various templates  Saving and print
spreadsheet )  Modifying created previewing publications
9.6.3.2 Import charts, diagrams publications
& pictures from other  Enhancing objects in a
programs publication through the use
9.6.4.1 Create calendars, fonts & colours
notices, fliers,  Demonstrating the use of
brochures, newsletters, save & print preview in
resumes using publications
templates
9.6.4.2 Edit manipulated
templates
9.6.5.1 Select colours for the
outlines and fill of
objects from the palette
9.6.6.1 Save, print preview
and print charts,
diagrams and pictures
9.7 Networking 9.7.1 Networking 9.7.1.1 List the advantages of  Managing of shareable  Sharing resources using  Reduction in ICT
& the 9.7.2 The Internet group working (i.e. resources (files, sharing facility infrastructure
Internet 9.7.3 Web browsers shared files, applications, & printers)  Derive appropriate web investment costs
9.7.4 Using search applications and  Distinguishing various types addresses from  Sourcing of
engines printers of networks using examples institution/organisation/ information from
9.7.5 Email 9.7.2.1 Display understanding (e.g. computer network, company names based a broader scope
of the terms local area cellular network, satellite on services provided  Reduction in
network (LAN) and network, hand-held (PDA, (e.g. org, edu, ac, co, communication
Wide area network walk talk) device network ) gov etc) costs
(WAN), Personal Area  Distinguishing between the  Starting, refreshing &
Computer Studies Grades 8 & 9 17
TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE
Network (PAN), two main types of Local terminating web search
Storage Area Network Area Networks (Intranets &  Utilising internet
(SAN), Metropolitan Extranets) communication tools
Area Network (MAN),  Relating the World Wide (Skype, twitter,
9.7.2.2 Describe the difference Web (global web pages) to facebook,
between an intranet and the Internet (technologies,  Creating of an email
an extranet infrastructure & protocols) address
9.7.2.3 Differentiate between  The relationship between  Sending & receiving a
World Wide Web and URL and Internet surfing message through email
the internet  Understanding the 
9.7.3.1 Recognise components navigation patterns of web
of a Universal Resource pages
Locator (URL)  Appreciating the
9.7.3.2 Show how to stop a communication and
web page from information services
downloading provided by the Internet
9.7.3.3 Illustrate how to  Understanding the syntax of
refresh, move back and email addresses
forward
9.7.4.1 Appreciate various
services available on
the internet (e.g. On-
line news, shopping
etc.)
9.7.5.1 Explain the make up
and structure of an
email address
9.7.5.2 Send and reply to an
email message

Computer Studies Grades 8 & 9 18

TOPIC SUB TOPIC SPECIFIC OUTCOME CONTENT
KNOWLEDGE SKILLS VALUE

9.8 Multi media 9.8.1 Digitising 9.8.1.1 Create digital images  Creating digital images  Create digital images  Entrepreneurship
files images using a scanner and or a using scanners & cameras using scanners and  Productivity
9.8.2 Video & digital camera  Editing and enhancing cameras  Efficiency
Audio 9.8.1.2 Edit digitised images scanned and digitised  Edit and enhance  Effectiveness
by cropping, enhancing images scanned and digitised
pixels, colour etc  Saving images with images
9.8.1.3 Saving created images appropriate file extensions  Save images with
9.8.2.1 Record video & audio  Recording Video & Audio appropriate file names
9.8.2.2 Save video and audio using digital camera & or and file extensions
files microphone  Record video & audio
 Naming audio and video using multimedia
files with appropriate file related technology
extension  Name audio & video
 Appreciate the different files with appropriate
media file extensions file names & extensions
 Understanding the syntax of  Save created audio &
media file naming video files

Computer Studies Grades 8 & 9 19

APPENDIX 1 GRADES 8 & 9 COMPUTER STUDIES SCOPE AND SEQUENCE
The table below shows the depth of coverage of the syllabus in Computer Studies in Grades 8and 9. It is important for a teacher to refer to this table from time to
time to know the knowledge and skills that the learners already have or need to have at various levels of learning the subject.

TOPIC TOPIC COVERAGE

GRADE 8 GRADE 9
Introduction to Computers  Hardware (Monitor, Keyboard, Mouse,  ICT terminology; PDAs, GB, MHz, GHz, BIT,
Central Processing Unit-CPU, Uninterruptible BYTES, MegaBytes etc
Power Supply-UPS, printer, scanner), Software  Defining basic computer terminology
(Various programmes such as the Operating system,  Peripheral devises
Word processors)  Units of the processing speed and their relationship
 Difference between data and information  Units of storage – BIT, Byte & Word
 computer as a general purpose machine  Input, process and output devices
 Components of a computer system (i.e. central
processing unit – CPU, input devices, storage
devices & output devices)
 Uses of main parts of computer
 Advantages and disadvantages of a computer
 Appreciating different types of storage media
Basic Operations  Mustering home keys  How to rectify program failure
 Safety issues associated with ICT use (e.g.  Security issues associated with ICT use
securing power cables and avoiding liquids and dust  Identify licensed software installed on a computer
near computers.)  Understand the difference between open source
 Sequence of powering up and down of various software and proprietary software
technologies(i.e. TV, cell phone, printer, scanner,  Identify types of memory (do not segregate
etc) between primary and secondary memory)
 Basic computer operations (e.g. Moving
cursor, clicking on icon, using pull-down menus,
ejecting disks etc)
 Consequences of theft of computers or other

Computer Studies Grades 8 & 9 20

 portable ICT devices
 Using different types of user interfaces
 Pros and cons of different types of
interface(command driven and graphical user
interfaces)
Computers in everyday life  Household appliances and devices that are  How to connect household equipment (connecting
controlled by embedded microprocessors (e.g. a decoder, DVD player, Hi-Fi system to a TV)
Washing machines, microwave ovens, digital  How to connect office equipment ( connecting
watches & cameras) LCD projectors, scanners, printers, digital cameras,
 Common uses of office equipment cell phones to computers)
(Computers, Printers, Fax machines, Telephone  Appreciating the various communication
systems, Liquid Computer Device -LCD projectors, technologies
scanners etc)  Examples of CBL Software
 Computers in Industry (e.g. chemical  Knowledge of social networks
processing plants e.g. Indeni, Mining, Liming and  Knowledge of directory, folders and files
Cement, beverage manufacturing / Financial  How to conduct online transaction
institutions i.e. LUSE, Health, Ticket reservation  Discussing the pro and cons of e-commerce
systems, defence and security etc)  Appreciate the use of bar codes
 Computers as aids for learning (e.g. Self  Fundamental information contained on the bar
placed interactive lessons that effectively use code
multimedia)
 The link between the price list and the bar code
 Social and economic effects of computers (e.g.
 Security in business transactions among workers
security concerns, deskilling, failure of systems,
 Appreciate stock management
dependability on systems, human rights violation
and computer misuse)
Productivity Tools (Word  Starting Windows, the start button and  How to use function keys (F1 to F12) and
Processing) taskbar, starting with the start menu, Familiarise combination keys
with the main functions of the keyboard, shift and  How to create paragraphs in word processing
control keys  How to create, edit and delete tables using the table
 Start and quit a program insert
 Text input, type over, insertion of words &  How to Integrate clip art and mathematical
symbols, deletion and reformatting formulae in word processing document
 Copying, deleting and moving blocks of text
Computer Studies Grades 8 & 9 21
 within a document  How to use find or search command to locate a
 Clipboard ( temporary storage area in the specified word
memory)  How to replace a located word
 Undo command to reverse the effect of the last  How to use copy / cut and paste
action  How to insert roman numerals and denary page
 Redo command to reverse the undo action numbers in a word document
 Spelling of words in a document against a  How to insert page breaks
built-in dictionary (i.e. Thesaurus)  How to set page margins, paper size and page
 Limitations of the spelling checker orientation before printing a document
 Print preview and print a document  How to use save and save as when saving a file to a
 Saving a file to a specific location or media specified storage external or internal storage
 graphics using basic graphic elements (e.g. devices
lines, curves, sectors, polygons, circles, ovals,  How to delete a file and a folder containing files
squares and rectangles) and how to retrieve a deleted file on the computer
from the recycle bin
 Import the drawn pie chart from a spreadsheet into
a word processor
Productivity Tools (Spread  Worksheet and workbook  How to draw a pie chart on a piece of paper using
Sheets)  Common features of a spreadsheet (cells, mathematical instruments, how to draw a similar
formula bars) pie chart using a spreadsheet, comparing the two
 Application of a spreadsheet in everyday life methods,
(i.e. Student records, business stock, accounting,  How to insert and delete columns and rows as
invoices) required
 Entering and manipulating data using spread  How to change column width and row height
sheets  How to change decimal places in cells
 Deleting and editing text and numbers in cells  How to change text orientation in a particular cell
as required or a group of cells
 Entering text and numbers in specified cells  How to apply advanced functions ( e.g. SUM,
 Entering data, numbers and applying simple AVERAGE, IF, MAX, MIN, COUNT, COUNTA,
formula with a range not more than ten cell SUMIF, )
addresses (i.e. addition, subtraction, multiplication  How to change percentage specification using
and division) zoom facility

Computer Studies Grades 8 & 9 22

  Designing, creating and modifying a spread  How to use chart wizard
sheet for a specific purpose (using functions like  How to link spreadsheet to word document using
sum, product, average and quotient) with a hyperlinks
maximum of five cell addresses  How to export the drawn pie chart from a
 Saving to specified folder and print a spread spreadsheet into a word processor
sheet  How to print preview and print
 Changing magnification to appropriate  How to paginate using page break preview
percentage to print a given spread sheet formulae
Productivity Tools (Desktop  Desktop publishing (i.e. typesetting, and  Identifying how productivity tools complement
publishing) layout designs using desktop computers) each other
 Types of a publication (i.e. text and graphics)  Demonstrating wrapping of text around charts,
 Features of desktop publishing and word diagrams & pictures
processing software  Understanding how to generate charts, diagrams &
 Frames in which text and graphics are placed pictures
 Editing the layout of a publication  Distinguishing between importing and exporting of
 Inputting text into a publication publications
 Importing text from word processing  Differentiating the use of various templates
document into a publication  Modifying created publications
 Three elements of fonts; namely typeface,  Enhancing objects in a publication through the use
style and point size fonts & colours
 Graphics using basic graphic elements (e.g.  Demonstrating the use of save & print preview in
lines, curves, sectors, polygons, circles, ovals, publications
squares and rectangles)
 Colours for the outlines and fill of objects
from the palette
 Integrating Text into graphic design
 Retrieving and editing pre-designed graphics
to compose a picture
 Identify how productivity tools complement
each other
Networking & the Internet  The importance of information sharing  Managing of shareable resources (files,
 Identify types of wired media applications, & printers)

Computer Studies Grades 8 & 9 23

  Describing the various media  Distinguishing various types of networks using
 Uploading and downloading different media examples (e.g. computer network, cellular network,
files satellite network, hand-held (PDA, walk talk)
 Surfing the Web device network )
 Distinguishing between the two main types of
Local Area Networks (Intranets & Extranets)
 Relating the World Wide Web (global web pages)
to the Internet (technologies, infrastructure &
protocols)
 The relationship between URL and Internet
surfing
 Understanding the navigation patterns of web
pages
 Appreciating the communication and information
services provided by the Internet
 Understanding the syntax of email addresses
Multimedia Files  Differences between various types of media  Creating digital images using scanners & cameras
(video, sound, animations)  Editing and enhancing scanned and digitised
 Search for locally available multimedia files on the images
computer  Saving images with appropriate file extensions
 Controlling presentations using arrow keys  Recording Video & Audio using digital camera &
or microphone
 Naming audio and video files with appropriate file
extension
 Appreciate the different media file extensions
 Understanding the syntax of media file naming

Computer Studies Grades 8 & 9 24

TERMINOLOGIES
Arithmetic and Logic Unit (ALU) Output device
Cell address Paste
Cell pointer Peripheral
Central Processing Unit (CPU) Port
Copy Presentation
Cursor Printer
Cut Retrieve
Database Programme
Desktop Publishing (DTP) Scanner
Document Search Engines
Email Software
Extranet Spell Checker
File Spreadsheet
Font Storage device
Graphic Telecommunication
Icon Text
Information Technology Wide Area Network(WAN)
Input device Word processing
Internet World Wide Web (www)
Intranet
Local Area Network (LAN)
Menu
Mouse
Multimedia
Navigate

Computer Studies Grades 8 & 9 25