Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

COMPUTER STUDIES SYLLABUS

GRADES 10 TO 12

Prepared and Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka

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 JANUARY 2014
VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.

2 COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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© Curriculum Development Centre, 2013

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

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

ACKNOWLEDGEMENT............................................................................................................................................................................................... ii

RATIONALE................................................................................................................................................................................................................... iii

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

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

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

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

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

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

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

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

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

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

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PREFACE

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

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

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

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

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

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

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ACKNOWLEDGEMENT

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

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

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

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

C.N.M Sakala (Mrs.)

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

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RATIONALE

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

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

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

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

GENERAL OUTCOMES

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

Key Competences

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

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

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

 Share their knowledge and skills through the internet

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

 Create simple programs to help the school achieve its goals

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

 Carry out a simple system design and analysis

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

Suggested Teaching Methodology

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

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

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

Principles and procedures

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

Learning of Skills tends to be most effective when:

• learners go from the known to the unknown
• learners understand why it is necessary to gain mastery of specific skills
• skills are developed sequentially at increasing levels of difficulty
• learners identify and analyse the components of the skill
• there are frequent opportunities for practice and immediate feedback possibly frequent use of computer or computer embedded gadgets or
tools.
• the skills being taught are varied in terms of amount and type, according to the needs and ability of learners

To teach skills effectively, a teacher needs to include learning activities that span from teacher-directed to student-centred learning, use groups
of different sizes ranging from the whole class to small groups and use a range of teaching strategies which use higher-order skills as learners’
progress.

Teaching and Learning Strategies for Computer Studies

Teaching and learning strategies for Computer Studies shall include:

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

Software

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

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

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

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 Character, and Boolean.

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

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

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

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

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

TIME AND PERIOD ALLOCATION

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

ASSESSMENT SCHEME

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

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

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

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

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

2. Practical (Paper 2) - PAPER 1 PAPER 2 (External – Examination board):
30% SKILLS PERCENTAGE (%) SKILLS PERCENTAGE (%)
Knowledge 13 Report 5
Comprehension 8 4GL Programming project 15
Computer Studies Application 15 Demonstration 10
assessment at senior secondary
school level covers the six Analysis 8 categories of Bloom's Taxonomy
with their respective Synthesis 13 weightings as shown below:
Evaluation 13
TOTAL 70 30

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

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GRADE 10

General Outcomes Key Competences

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

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GRADE 10

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.1 Computer career 10.1.1. Careers in ICT 10.1.1.1 Describe different  Careers in ICT(Include:  Interpretation of  Appreciation of
opportunities 10.1.2. Further careers in ICT. Computer operator, ICT careers ICT careers
Educational 10.1.1.2 Identify opportunities Programmer , Software  Identification of  Awareness of
opportunities engineer, Web Designer, opportunities for ICT careers
for further education Computer Technician) further  Inquisitiveness
 Further education (colleges, education. in ICT jobs and
polytechnics, universities, careers.
and research institutions)
10.2 Application 10.2.1 Generic 10.9.1.1. Understand the  Difference between Differentiation Inquisitiveness in
Software Application Software. difference between application and system between the use of logical
application and software. application and conditions in
system software.  Word processing and system software spreadsheet.
10.9.1.2. Understand how desktop publishing Application of Teamwork in the
generic application programs features of application of
software may be  Features of Spread sheet spreadsheet. spreadsheet and
customised by the programming (Include: Appreciation of use of logical
use of macros and logical conditions e.g. IF disadvantages and conditions.
formulae (C5>300, C5*5%, “No advantages of Understanding
10.9.1.3. Appreciate the Discount”), IF (Mark > 85, application between
advantages and “Distinction”) software. application and
disadvantages of  Use of different types of system software.
generic application software (Include: Special
software compared purpose application
with bespoke packages for people with
software special needs)
10.9.1.4. Classify types of  Integrated and stand-alone
software software
10.9.1.5. Outline the usage of
different types of  Off- the-shelf and in-
software house software
10.9.1.6. Distinguish between
integrated and stand-
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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
alone software
10.9.1.7. Distinguish between
off-the-shelf and in-
house software.
10.3 Programing 10.3.1. Programming 10.3.1.1 Illustrate the concept  Concept of Programming  Manipulations  Appreciation of
languages of Programming languages  Identification of programming.
10.3.2. Program languages Program Structure (Include: reserved words  Awareness of
Structure 10.3.2.1 Identify program Program name, variable  Problem Solving reserved words in
structure declaration, beginning, in programming. programming.
10.3.3. Programming
10.3.3.1 Identify programing main body, ending)  Modelling in
Reserved  Logical
reserved words in a  Use of reserved words finding a solution
Words Thinking in
Programming language (Include: begin, read, to a program.
10.3.4. Data Types (Include: Reserved programming
write, writeln, readln, end)  Matching computer.
words in Pascal
version 7 and C++ for Pre-defined data types numbers to data
Windows 7 and 8) User-defined Data types type.
10.3.4.1. Identify Pre-defined Types of variables (Include:  Debugging of a
Data Types Real, integers, character, computer
10.3.4.2. Create User Defined Boolean) program.
Data types Simple programs in a  Application of
10.3.4.3. Declare the variables computer
chosen programming
10.3.4.4. Code simple programs programming to
language.
in a programming solving simple
language (Include: mathematical and
Pascal and C++) physics
problems.

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.4 Data 10.4.1. Data and 10.4.1.1 Explain the  Difference between  Addition and  Appreciation of
Representation information difference between Data and information subtraction of storage capacity
and processing 10.4.2. Data collection Data and  Methods of data binary numbers.  Problem solving
and preparation information collection and  Modelling/analy converting of
10.4.3. Analogue-to- 10.4.2.1 Describe and select preparation sis of data and analogue to
digital methods of data  Analogue-to-digital information. digital and digital
converters and collection and converters and digital-to- to analogue
 Discrimination
digital-to- 1preparation analogue conversion.
between data and  Accuracy in
analogue 10.4.3.1 Describe analogue-  Data representation.
converters. to-digital converters information conversions of
 Reasons of data data
10.4.4. Types of data and digital-to-  Trouble
representation
representation analogue shooting when Critical and
10.4.5. Binary conversion.  Data storage/capacity converting of analytical
arithmetic 10.4.4.1. Describe concepts (Include: bit, byte) analogue to thinking in the
operations. of data  Number systems and digital and digital presentation of
representation their representation of to analogue data.
10.4.4.2. Outline reasons for integral values (decimal,  Interpretation of
data representation binary, octal and data and
10.4.4.3. Describe the terms hexadecimal information.
for data  Binary
storage/capacity addition and subtraction
10.4.4.4. Explain the number and their use in
systems and their computing
representation of  Data processing
integral values cycle, errors and data
10.4.5.1. Demonstrate binary integrity
 Types of computer
addition and
processing file
subtraction and
their use in  Electronic data
computing processing modes
10.4.5.2. Explain data
processing
cycle

10.5 Hardware of the 10.5.1. Main hardware 10.5.1.1. Investigate different  Types of input  Discrimination  Critical and
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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
computer components of a types of input devices devices (Include: mouse, of main creative
system general-purpose 10.5.1.2. Demonstrate usage of keyboard, scanner , OCR components of a thinking on
computer each input device , MICR,OMR, Special computer system. how connected
10.5.2. Computers and 10.5.2.1. Describe the purpose input devices for  Inputting data the hardware is
processing elements of input people with special in a computer
 Identification of
power stage needs) and their usage. system.
different
10.5.3. Input devices 10.5.2.1. Identify the registers  Elements of process  Problem
components of
and their uses 10.5.2.2. Demonstrate the stage (memory , control solving in
computer system
10.5.4. Output devices principle of fetch – unit , arithmetic and logic fetching and
hardware.
and their uses execute cycle unit—ALU) executing of a
10.5.4.1. Identify types of  Demonstration
 Types of registers cycle.
output devices on the use of
10.5.4.2. Distinguish between  Principle of fetch – computer system
the various types of execute cycle hardware
output devices  Types of output  Distinguishing
devices(printer ,Monitor, between various
LCD projectors, Special types of input
purpose out devices for
people with special
needs)
10.6 Operating 10.6.1. Types of 10.6.1.1. Introduction to  Types of operating system  Discrimination  Maintenance of
systems and file operating operating systems (Include: Command line , of operating Data integrity
management systems 10.6.1.2. Outline different Graphic User Interface- systems  Responsibility in
10.6.2. User interface types of operating GUI)  Problem solving the use of
10.6.3. File management systems  Different in the using of peripherals.
10.6.4. Peripheral device 10.6.1.3. Describe the types of operating peripheral  Awareness of
control functions of systems devices
operating systems data integrity.
 Functions of operating  Identification of
10.6.2.1. Describe different  Inquisitiveness
system (Include: task functions of
types of user in the use of
scheduling, memory operating
interface operating
management, control of systems.
10.6.1.4. Describe types of file systems.
input/output)
organisation and  Application of
access  Different types of user computer
10.6.1.5. File management interface peripherals

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
10.6.4.1. Peripheral device  File organisation and  Appreciation of
control access(Include: sequential, user interface.
10.6.4.2. Explain how folders direct, random, and serial)  Identification of
are structured and  Principles of backing up communication
how folders and files data (backup, restore) between
can be managed operating system
 Managing folders and
10.6.4.3. Describe how the with peripheral
operating system files
 Communication between devices and
communicates with maintenance of
peripheral devices operating system and
peripheral devices and data integrity.
and maintains data
integrity. maintenance of data
integrity.
10.7 Presentation 10.7.1. Introduction to 10.7.1.1 Illustrate the  Features of a Presentation  Manipulation of  Problem solving
Packages Presentation general features of a Package presentation in making
Packages Presentation  Various methods of packages presentations
10.7.2. Creating slides Package creating slides.  Identification of  Logical thinking
10.7.3. Adding 10.7.2.1 Demonstrate the steps needed to in animating
 Adding animations to
animations to various methods of create slides. presentations.
slides creating slides slides.
 Formatting slides.  Discrimination  Productivity
10.7.4. Formatting 10.7.3.1 Describe the steps
Slides in adding  Ordering slides  Accuracy in
animations to slides  Presentations formatting slides.
10.7.4.1 Demonstrate how to using
format slides presentation
package
10.8 General 10.8.1. Communication 10.8.1.1 Demonstrate an  Application of computers  Identification of  Appreciation of
computer in systems understanding of in a home environment computer communication
applications 10.8.2. Information computer (Include: washing applications in and information
systems in applications in in a machines, homes, offices systems.
industries home environment, Entertainment and commerce.  Critical and
offices, commercial appliances), offices  Interpretation of analytical
environment (Communication- use of computer thinking in the
communication and Internet and Intranet), systems use of computer
information commercial systems in a
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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
systems, environment (include: -  Problem solving home and
commercial point of sale, stock in finding a information
10.8.2.1 Identify general controls, traffic control) suitable
data processing, and in training. application
industrial, technical  Data processing, system for a
and scientific uses. industrial, technical and specific task.
scientific uses.  Application of
communication
and information
systems in a
home and
workplace.
10.9 Computer 10.9.1. Security 10.9.1.1 Describe security  Security terminologies  Identification of  Appreciation of
Security terminology terminologies security layers. security layers
 System Security policy
(Assets) 10.9.2. Security layers 10.9.2.1 Describe the systems structure  Comparing and  Awareness of
10.9.3. Security security policy contrasting security
 Resources (Assets) that
Concerns structure security layers professionals.
10.9.4. Professional 10.9.3.1 Describe and resolve require security
 Various security  Implementation  Problem solving
Persons various security
involved in concerns towards concerns towards of security  Responsibility
security matters resources resources measures computer and
10.9.5. Surveillance of 10.9.4.1 Identify computer  Computer security  Application of data security.
staff security Professionals professionals security to  Inquisitiveness
10.9.5.1. Explain the computers and in the security
 Responsibilities
responsibility of peripherals. measures of a
of
computer security computer security  computer system.
professionals personnel

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GRADE 11

General Outcomes Key Competences

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

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GRADE 11

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
11.1 Programming 11.1.1 Computer 11.1.1 Identify Programming  Programming terminology  Identi  Productivity in
and Pseudo programming terminology in Pascal in Pascal and C++ fication of the use of
Code 11.1.2 Pseudocodes and C++ (Include: assembler, reserved words programming
Algorithms 11.1.2 Produce an algorithm compiler, interpreter, add,  Debugging of a languages
for a given problem in subtract, multiply, divide, computer  Creativity in
pseudo code using a calculate) program. programming.
variety of structures  Algorithm for a  Application of
and the concepts of given problem in computer
totalling and counting pseudocode using a variety program
11.1.3 Produce loops and of structures and the
decision making in a  Manipulation of
concepts of totalling and
program. programming
counting.
11.1.4 Use a dry run with a languages
 Loops and
trace table and test data  Identification of
decision making in a
to understand the components of a
program i.e. conditions
behaviour of code. programming
and iterations statements
11.1.2.1 Work out the purpose language
(Include: Repeat … until;
of a pseudo code if … then …else, …
algorithm. endif, case…of …
11.1.2.2 Construct trace table otherwise … endcase,
for pseudo codes. while… do …
endwhile, for … end for)
 Dry run with a trace table
and test data to understand
the behaviour and
 Work out the purpose of a
pseudocode algorithm.
 Trace table for
pseudocode.
11.2 Logic gates, 11.2.1. Logic gates and 11.2.1.1 Define functions of  Elements of  Problem solving  Entrepreneurshi
circuits and circuits five types of logic logic gates in the use of p in creating
Website 11.2.2. Introduction to gates and recognise  Five types of
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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
designing Web site their symbols logic gates and recognise logic gates simple websites.
Design and 11.2.1.2 Write a truth table for their symbols ( Include:  Demonstration  Accuracy in the
Development a given gate and AND, OR , NOR , on creating web use of logic
recognise a gate from NAND , NOT) pages using gates.
its truth table  Truth tables for Dreamweaver.  Inquisitiveness
11.2.1.3 Produce a truth table a given gate.
 Appreciation of in the use of web
for a given logic  Logic circuits
web designing. designing
circuit (Include: Combinational
 Previewing a software.
11.2.1.4 Design a simple logic logic circuits with two or
circuit to provide a three inputs only) web site design.  Modelling in
solution to a written finding a solution
 Web Pages
logical statement of a to a program.
problem.  Text and
11.2.2.1. Create Web Pages pictures in a web designer.
using templates  Flash to animate
(Include: HTML and files and short videos in
Design windows in websites.
Dreamweaver).
11.2.2.2. Import text and
pictures in a web
designer.
11.2.2.3. Use Flash to animate
files and pictures in
websites.
11.3 Networks and 11.3.1. Networks 11.3.1.1 Define computer  Computer networks and  Interpretation of  Appreciation of
Data Purpose and networks and data data communication various networks the use of
Communication limitations communication  Purpose (include: resource  Identification networks.
11.3.2. Elements of 11.3.1.2 Explain the purpose sharing, remote digital  Inquisitiveness
Networking and limitations of communication, converters. of use of
networks distributed processing networks.
11.3.3. Network  Awareness of
11.3.2.1 Identify the facilities, cost
topologies data protection  Understanding
elements of effectiveness and
11.3.4. Analogue-to- Networks legislation. of various
digital reliability) networks and
11.3.3.1 Types of topologies  Awareness of
converters and  Limitations of networking recent topologies
(Include: Star, Bus,
digital-to- Ring, Mesh, Tree)  Elements of a Networks- developments in
COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
analogue 11.3.4.1 Converting Data communication the use of the
converters analogue-to-digital media (cables and Internet.
11.3.5. Data capture converters and wireless), Data signal  Application of
and checking digital-to-analogue (digital and analogue), networks to
11.3.6. Data protection converters Communication devices communicate
legislation 11.3.5.1 Identify Data (modems, network cards
11.3.7. Computer capture and and hubs) and Network
crime checking software (operating
11.3.8. Computer 11.3.6.1 Demonstrate data systems and protocols)
viruses protection  Network topologies
11.3.9. Internet legislation (Include: star, bus and
security 11.3.7.1 Identify Computer ring)
crime
 Analogue-to-digital
11.3.8.1 Discuss
converters and digital-to-
consequences of
analogue converters
Computer viruses
 Data capture and checking
11.3.9.1 Identify Internet
security.  Data protection legislation
 Computer crime
 Consequences of
Computer viruses (Include:
Antiviruses, bad programs)
 Internet security
 Recent developments in
the use of the Internet.
11.4 Computer 11.4.1. Types of 11.4.1.1 Distinguish between  Types of computer system  Identification of  Inquisitiveness
system computer types of computer (Include: Batch processing databases and in web browsers
systems system systems, interactive their use. and their use.
11.4.2. Monitoring and 11.4.2.1 Illustrate what is systems, control systems,  Awareness of  Productivity in
control systems needed to support automated systems). databases the use of web
11.4.3. Automation various types of  Information system for on- concepts. browsers and
and robotics computer system line services and remote search engines.
 Appreciation of
applications 11.4.3.1 Explain the most databases.  Appreciation of
11.4.4. Expert systems suitable type of multimedia
expert and
 Monitoring and control systems.
and artificial computer system for artificial
systems  Problem solving
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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
intelligence a given application.  Automation and robotics in management intelligence.
11.4.5. Management of 11.4.4.1 Explain information applications of computer  Understanding
computer systems for on-line  Expert systems and system. of automation
systems. services and remote artificial intelligence and robotics
databases application.
 Management of computer
11.4.5.1 Describe monitoring  Inquisitiveness
and control systems systems.
in automation
11.4.6.1 Describe the and robotics.
automation and  Curiosity in
robotics applications expert systems
11.4.7.1 Describe expert and artificial
systems and artificial intelligence.
intelligence
11.4.8.1 Describe problems in
the managements of
computer systems.
11.5 Databases 11.5.1 Design 11.5.1.1. Build a database  Databases (Include:  Application of  Inquisitiveness
Databases 11.5.1.2. Illustrate Data entry creating a new data base, databases and in use of
11.5.2 Manipulating and edit new table, auto number multimedia databases.
databases 11.5.1.3. Searching for records field, fields, primary key, systems.  Curiosity in the
11.5.1.4. Describe tables, records, reports) use of databases.
Relationships  Data entry and edit
11.5.1.5. Designing and  Relationships (Include:
redesigning a Making the relationship,
database form. Form wizard, checking
11.5.1.6. Working with relationships)
database  Database form. (Include:
11.5.1.7. Database reports. design view
11.5.1.8. Database security.  Tables (Include: Adding
and deleting fields)
 Databases (Include:
sorting, filtering, copying
and moving records,
creating and running
queries)

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 CONTENT
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KNOWLEDGE SKILLS VALUES
 Generating database
reports (Include: Using
wizards)
 Printing reports and labels.
 Database security.(Include:
security, confidentiality,
data integrity)
 Threats to data security.
11.6 Social and 10.7.1. Effects of 11.6.1.1. Introduction to  Social and economic  Differentiation  Appreciation of
economic Computer use understanding of effects of computer use on of risk threats security controls.
impact of on people and some social and people and organisation and controls.  Security
computers organisation economic effects of (include: emissions,  Implementation consciousness
10.7.2. Maintenance of computer use on pollution, job loses and of security  Security
integrity of data people and gains, health issues, systems.
and privacy. organisations management of
cultural implications)
 Planning the systems.
10.7.3. Data protection 11.6.1.2. Demonstrate an  Data integrity and privacy.
legislation. understanding of security for a  Inquisitiveness
 Data protection legislation.
10.7.4. Threats to some social and system. in keeping
 Threats to security and
computer economic effects of  Awareness of hackers away
measures to combat them
security and computer use on security and from computer
(Include: hacking and
measures to people and access to systems.
other computer crime,
combat them. organisation computer viruses, internet computer
11.6.1.3. Describe measures to security). systems.
maintain integrity of
data and privacy.
11.6.3.1.Describe features
expected in data
protection legislation.
11.6.4.1.Demonstrate an
understanding of
threats to security
and measures to
combat them.
11.7 Specific 11.7.1. Education 11.7.1.1 Describe the use of  Computers in education  Application of  Appreciation of

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

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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GRADE 12

General Outcomes Key Competences

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

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GRADE 12

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOME
KNOWLEDGE SKILLS VALUES
12.1 Algorithms 12.1.1 Algorithm 12.3.1.1. Describe the stages in  Stages in making an  Planning how to  Inquisitiveness
planning and making an overall overall plan to solve a solve a problem. in algorithms
design plan to solve a problem.  Identification of planning.
problem.  Algorithms and their stages in making  Understanding
12.3.1.2. Explain algorithms relationship to a larger an overall plan to of the role
and their relationship system. solve a problem. algorithms paly
to a larger system.  Tools to design programs in a major
 Application of
12.3.1.3. Describe and use tools and algorithms. program.
to design programs algorithms in a
 Algorithms.
larger system.  Appreciation of
and algorithms.
12.3.1.4. Design, interpret and use of algorithms
test algorithms. in a program.
12.2 Programming 12.2.1. Describe the 12.2.1.1. Introduction to SQL  SQL and Databases  Manipulation of  Understanding
and Structure elements of and Databases  Database Installation databases use of structured
Query language Structured 12.2.1.2. Install, Run and Write  Databases and Tables  Application of query language
(SQL) Query SQL Statement  Filtering Records databases to real  Inquisitiveness
Language 12.2.2.1. Draw and Display  Data Manipulation life situations. of use of
(SQL). Data Sets Language (DML) : databases.
 Creating
12.2.2. Design a SQL 12.2.2.2. Modify Data base (Include: Insert, Update, databases from  Productivity in
application 12.2.2.3. Generate Queries & and Delete)
architecture. Lists given situations. use of databases.
 Joins –Querying Data
12.2.3. Manage 12.2.2.4. Display data sheets from Multiple Tables  Appreciation of
databases. (Include: Gridlines,  Using Views use of databases
hiding and showing  Using and Reusing and SQL.
columns, Fonts, Print queries.
preview, page setup)
12.2.3.1. Sort and search a
database (Include:
Find, filter by
selection, multi-table
queries, setting the
Query criteria)
12.3 System 12.3.1 Introduction 12.3.1.1. State the stages of  Stages of the system life  Understanding  Team work in the

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 CONTENT
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KNOWLEDGE SKILLS VALUES
Development to System analysis the system life cycle cycle in a logical order system life cycle. system life cycle.
and development in a logical order. (Include: fact finding,  Identification of  Skilfulness of
12.3.1.5. Justify the choice of feasibility study, analysis, stages of a identifying
suitable methods for design, building and system life cycle. system life cycle.
fact finding. testing, documentation,
 Communication  Analytical and
12.3.1.2. Described feasibility implementation
through flow critical thinking
study. (changeover), evaluation,
charts and in constructing a
12.3.1.3. Describe analysis maintenance.
diagrams. system life cycle.
12.3.1.4. Use dataflow  Methods for fact finding.
diagrams and system  Feasibility study.  Designing of a Logical
flow charts as tools.  System analysis system life cycle. thinking in
12.3.1.5. Produce a plan for a  Dataflow diagrams and  Researching of a constructing
project using a Gantt system flow charts as system life cycle Gantt Charts
chart tools. and flowcharts.
 Analysis of
12.3.1.6. Describe design  Project plan using a Gantt various stages of
12.3.1.7. Explain top down chart a system life
design and use  System design cycle.
structure diagrams  Top-down design and use
as tools. structure diagrams as
12.3.1.8. Describe appropriate tools.
testing strategies and  System testing strategies
choose suitable data  Items to be included in
for testing. technical and use
12.3.1.9. State items that documentation.
should be included  Method of changeover
in technical and use  System evaluation
documentation. System maintenance.
12.3.1.10. Justify the choice of
a method of
changeover
12.3.1.11. Describe how a
system should be
evaluated
12.3.1.12. Describe how a
system should be
maintained.

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 CONTENT
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KNOWLEDGE SKILLS VALUES
12.4 Computer Project 12.4.1 Project planning, 12.4.1.1. Demonstrate the skills  Project planning  Planning of  Efficiency in the
database in project planning,  Database development projects use of system
development and 12.4.1.2. Use simple  Monitoring of development.
 System development
systems programming to projects  Productivity in
development. develop database  System product.
 Designing of the the use of
systems databases.
12.4.1.3. Comprehensively final project
report  Appreciation of
write a computer
system Report (Relate  Demonstration the use of system
it to stages of a of system product.
system analysis and product.
design).
12.4.1.4. Demonstrate System
Product.
12.5 Types of 12.5.1. Batch 12.5.1.1 Describe concepts of  Batch processing systems  Identification of  Inquisitiveness
computer processing Batch processing  Interactive systems Batch processing of automated
systems systems systems  Network systems systems systems usage.
12.5.2. Interactive 12.5.2.1 Describe Interactive  Control systems  Application of  Appreciation of
systems systems  Automated systems Networks, networks os
12.5.3. Network 12.5.3.1 Demonstrate Network  Multimedia systems and Control systems, systems.
systems systems applications automated  Awareness of
12.5.4. Control 12.5.4.1 Describe Control systems,
systems systems batch processing
Multimedia systems.
12.5.5. Automated 12.5.5.1 Describe Automated systems.
systems systems
 Demonstrate use
12.5.6. Multimedia 12.5.6.1 Demonstrate
systems and Multimedia systems of multimedia
applications and their applications systems.

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Grades 10 to 12 Computer Studies Scope and Sequence
The table below shows the coverage of the syllabus in Computer Studies from Grades10 to 12. It is important for a teacher to refer to this table from time to time
to know the knowledge that the learners already have or need to have at various levels of learning of the subject.

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

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

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

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

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

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

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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Project Work

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

Centre Number Centre Name:…………………………………..………………………………………………………………………………………….…..…………………………

Candidate Number Candidate:…………………………………………………………………………………..………………..………………………………………………………

Mark
DOMAI Maximum
SUB DOMAIN DETAILS obtaine
N Mark
d
Description of the Problem Includes the nature of the problem to be solve
3

Objectives To be stated within the context of the project

3
ANALYSIS

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

Evaluation of the current solution highlighting advantages, disadvantages.

Evaluation of existing solution
1

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

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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 Mark
DOMAI Maximum
SUB DOMAIN DETAILS obtaine
N Mark
d
Action plan Detailed action plan, including Gant Chart

Systems Flowchart Full solution represented in system flowchart with correct use of symbols

2
DESIGN

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

solution
2

Hardware Specification of hardware that can do the job OR

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

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

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

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

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

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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 Mark
DOMAI Maximum
SUB DOMAIN DETAILS obtaine
N Mark
d
Test strategy Complete test strategy, which must include the data to be tested together with the expected
results
1
TESTING

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

Technical documentation Overall report (should include: contents page and clear and complete
Documentation.)
DOCUMENTAION

User guide User guide should be clear and complete user guide

Evaluation Reasonable evaluation linked to the computer Objectives testing

System Development and

Developments Meaningful suggestions and improvements for development of the system.

Evaluation.

FINAL TOTAL 30%

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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Name of examiner: ……………………………………….…………………………………………………………………… School Date Stamp:

Signature of examiner: …………………………………………………….…………………………………………………

COMPUTER STUDIES SYLLABUS GRADES 10 TO 12

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