FOREWORD

Critical to the success of our secondary

education programme is the recognition of
The Ministry of Education is pleased to individual talents, needs and learning styles.
authorise the publication of this senior Hence, the role of the teacher in the classroom
secondary syllabus which marks a watershed has changed. S/he must be a proficient
in the development of the public education manager and facilitator; a director of learning
system in Botswana and signals another activities. S/he should be conscious of
milestone of progress in fulfilment of the goals students’ needs to take on board a measure of
set by the Revised National Policy on accountability and responsibility for their own
Education, Government Paper No. 2 of 1994. learning. S/he must also take into account the
widening range of ability of the student body
In this era of widespread and rapid and the different levels of achievement which
technological change and an increasingly they aspire to. This means active participation
inter- dependent global economy, it is for all and the creation of rich and diverse
essential that all countries foster human learning environments.
resources by preparing children adequately for
their future. Survival in the coming It is important then that we value the students’
millennium will depend on the ability to own experiences, build upon what they know
accommodate change and to adapt to and reward them for positive achievement. At
environmental needs and emerging socio- the same time, we must be prepared to offer
economic trends. It is the wish of government them guidance and counselling at all levels;
to prepare Batswana for future growth and assisting them to make the best decisions in
adaptation to ongoing change in the socio- keeping with their own interests, career
economic context; specifically the transition prospects and preferences. In that way we
from an agro-based economy to the more shall prevail in nurturing at the roots of our
broadly based industrial economy which we system, the national ideals of democracy,
are aiming at. development, self-reliance, unity and social
harmony.
The senior secondary programme builds on the
Ten Year Basic Education programme and This syllabus document is the outcome of a
seeks to provide quality learning experiences. great deal of professional consultation and
It aims to prepare our students for the world of collaboration. On behalf of the Ministry, I
work, further education and lifelong learning. wish to record my appreciation and thank
However, secondary education must also pay sincerely those who contributed to and were
attention to the all round development of the involved in the production of this syllabus.
individual. It should provide not only for the
acquisition of those skills needed for
economic, scientific and technological
advancement. It should also provide for the P. T. Ramatsui
development of cultural and national identity Permanent Secretary
and the inculcation of attitudes and values Ministry of Education
which nurture respect for one’s self and for
others.
 ACKNOWLEDGEMENT

The Curriculum Development Division wishes to express its gratitude to all colleagues who contributed in different
ways to the planning, developing and production of this senior secondary Computer Studies syllabus.

Dave Dixon Department of Vocational Education & Training

Henry Sejoe Gaborone Senior Secondary School
Subbarayan George Seepapitso Senior Secondary School
Augustines Utlwang Examination Research and Testing Division
Muyapo D Muzola Molepolole College of Education
Derek Moore Maun Senior Secondary School
Lorato Matsheng Department of Non-Formal Education
Masome Modise Department of Teacher Training and Development
Tessa McBean Ledumang Senior Secondary School
Nelly M Malatsi Division of Special Education
Bore Kgokgwe Department of Secondary Education
Lekopanye Tladi Curriculum Development and Evaluation Department

The Curriculum Development Division Served as the Secretariat to the Task Force.

This Computer Studies syllabus document reflects the outcome of a genuinely collaborative work across a broad
educational spectrum and CDD would like to re-iterate its thanks to all individuals and organisations who contributed
in anyway to produce this syllabus. The Department would also like to extend its sincere gratitude to all teachers who
attended the consultation workshop for their valuable contributions.

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 TABLE OF CONTENTS

Content Page

Introduction............................................................................................................................................................i
Rationale................................................................................................................................................................i
Aims of the Senior Secondary Programme...........................................................................................................ii
Aims of the Senior Secondary Computer Studies Syllabus ..................................................................................ii
Recommended Teaching Methods .......................................................................................................................iii
Assessment Objectives .........................................................................................................................................iii
Assessment............................................................................................................................................................iv
Organisation of the Syllabus..................................................................................................................................iv

Section 1: Computer Hardware and Software..................................................................................................1

Section 2: Computer Applications ....................................................................................................................3

Section 3: Social and Economic Implications of the use of computers...........................................................5

Section 4: System Development Life Cycle.......................................................................................................6

Section 5: Programming Concepts.....................................................................................................................8

Section 6: Data and File Management...............................................................................................................9

Section 7: Systems and Communication............................................................................................................10

Section 8: Project.................................................................................................................................................11

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A. INTRODUCTION

The development of this computer studies syllabus for senior secondary schools was prompted by recommendations
made in the Revised National Policy on Education Paper No.2 of 1994. Tomorrow’s world is an ICT one where
information-handling skills will be needed to improve the standard of learning and living. The world is becoming
connected electronically by the Internet, the world-wide network through which we can all share information. As is
clearly stated in Vision 2016 it is the intention of Botswana to become a commercial centre within Southern Africa as
part of a global network and its populace will require the necessary ICT skills to enable this goal to be achieved.

The syllabus is geared towards students who are in senior secondary school and is designed to equip them with
knowledge of computer skills, the applied use in the world of work, and a background for further training. It includes
theoretical and practical content in hardware, software, communication and data processing.

The course is recommended to take two (2) years. On successful completion of a project, a practical exam and a written
examination students will achieve a BGCSE in computer studies.

B. RATIONALE

Increasingly in the modern world acquisition of computer skills is becoming necessary for employment, educational
development and leisure. Computer Studies intends to furnish students with a broad knowledge of the nature of
information processing and how Information and Communications Technology (ICT) is used today. The syllabus
concentrates on the current use of computer skills but in addition students will be equipped to appreciate future
developments in technology and it's application.

The Education Policy of Botswana aims to prepare Botswana for a transition from a traditional agro-based to an
industrial economy. In a fast growing economical environment, entrepreneurship is a major vehicle for both
development and job creation and students will be encouraged to explore how the use of computers can benefit society
as a whole. The industrial economy world-wide is driven by ICT, which uses computers to process, analyse and
communicate information in an increasingly efficient and effective way. Thus any developing industrial society must
have a high level of computer literacy within its workforce who would then be capable of fully exploiting the
opportunities made possible by ICT.

The course will foster an interest in, enjoyment of, and confidence about the use of computers that will encourage the
development of problem solving, analytical and research skills. On completion of the course, students will have the
ability to use computer skills and techniques as a problem-solving tool.

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C AIMS OF THE SENIOR SECONDARY PROGRAMME

On completion of the two-year Senior Secondary Programme learners should have:

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and be
realistic in choosing appropriate career/employment opportunities and or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day life
situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is
protective, preserving and nurturing.
4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and
responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in the
day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices including awareness
and management of epidemics (such as HIV/AIDS) that prepare them for productive life.
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt and
attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired skills in business, everyday commercial transactions and
entrepreneurship.
9 developed foundation skills such as problem solving, critical thinking, communication, inquiring, team
work/interpersonal to help them to be productive and adaptive and to survive in a changing environment.
10. developed study skills required for further study and training.

D AIMS OF THE SENIOR SECONDARY SCHOOL COMPUTER STUDIES SYLLABUS

On completion of the two-year Computer Studies course students should have:

 developed skills on the use of computers in research.

 developed skills in using computers to process data.
 acquired knowledge and understanding about how computer systems work.
 developed an awareness of how computers are used in business, home and industry.
 developed life long learning skills to be able to apply their ICT knowledge to solve real life problems.
 a clear understanding of a range of techniques and knowledge required in the use of computers.
 developed an awareness and appreciation of social and economic implications in computing.
 developed critical and logical thinking, self-reliance and initiative, which will serve as the basis for further training
and positive work habits in the use of computers.

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E RECOMMENDED TEACHING METHODS

The syllabus encourages a learner-centred approach to learning and teaching as emphasised in the Curriculum
Blueprint. In such an approach, the learner is at the centre of most activities and the teacher provides an enabling
environment for learning to take place. This means the teacher should use a variety of action oriented methods, such as
project work, visits to commercial houses and other Information Technology institutions. Learners should be made to
participate actively in the learning and teaching processes through a lot of hands-on activities. The teacher is required to
keep up to date with new information Technology developments around the world in order to bring the latest
developments in the computer industry into the classroom.

The syllabus is not intended to be taught sequentially from the beginning to end but all topics must be covered.

F ASSESSMENT OBJECTIVES

Computer Studies in the curriculum should aim at providing learners with experiences, which cover the following
domains: knowledge, understanding, application, analysis, evaluation, judgement and decision-making.

1 Knowledge and understanding

Learners should be able to:

 Demonstrate appropriate knowledge of facts, concepts, principles and techniques in Computer Studies.

2 Information Handling and Problem Solving

Learners should be able to:

 Apply their knowledge and understanding to situations and problems related to computers.
 Distinguish between facts and opinion and evaluate data in order to make an informed judgement.
 Study a problem situation and be able to design a computer-based system to solve the problem.
 Identify issues in the computer world in order to present reasoned explanation, understand implications, make
reasoned judgement and communicate them in an informed manner.

3 Investigation and Experimentation

Learners should be able to:

 Set objectives, plan and carry out an investigation of a particular system.

 Select, analyse, interpret and evaluate data from a variety of sources using computers.
 Present the results of an investigation appropriately.

4 Attitudes

Learners should be able to:

 Develop an appreciation of the use of computers.

 Recognise the usefulness of computers and their limitations.
 Show awareness of the social implications of the use of computers.

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G ASSESSMENT

The Botswana Senior Secondary Computer Studies syllabus will be assessed using a variety of assessment instruments
in order to ensure that learners attain the set aims and objectives of the programme. School based assessment in the
form of tests, assignments and practical exercises will be used throughout the teaching of the course. The outcome of
the assessment methods will be used to improve instruction.

At the end of the two years of Senior Secondary programme students will sit for a final examination. Coursework in the
form of a project will contribute to the certification. Assessment guidelines will be developed by the examining body to
provide guidance to teachers on the proper examination procedures.

H ORGANISATION OF THE SYLLABUS

The syllabus is organised around broad content areas called Sections. The Sections are subdivided into topics. Each
topic consists of general objectives, which give rise to specific objectives. The specific objectives describe what
learners are expected to do.

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 SECTION 1

COMPUTER HARDWARE AND SOFTWARE

TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTIVE

Students should be able to: Students should be able to:
Software  acquire knowledge on  define the term software.
the different types of  identify different categories of software.
software.  compare different categories of software.
 understand the functions  define functions of systems software.
of systems software.  distinguish between the different user interfaces.
 demonstrate knowledge  identify a range of uses for application software.
of application software.  identify main features of application software.
 describe the tasks for which application software are
best used.
 describe advantages and disadvantages of different
application packages.
 demonstrate knowledge  utilise basic features of a word processing application
of a range of data to create documents. ( font type/size/style, page setup,
processing packages. text alignment, editing features, headers and footers,
page numbers, proofing tools, text wrap, graphics,
mail merge )
 create documents using basic features of a spread
sheet application.
 utilise basic mathematical functions of a spread sheet
(sum, count, average, maximum, minimum, what if
analysis).
 create and interpret graphs using a spread sheet.
 utilise basic features of a database application to store
and retrieve information.
 manipulate information in a data base
(add/delete/amend records, sort, query, import data,
simple calculations, produce reports).

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Hardware  acquire knowledge and  define the term hardware.
understanding of  identify the hardware components of the computer
hardware concepts. system.
 demonstrate an  state the components of the Central Processing Unit
understanding of the (CPU).
microprocessor.  state the functions of components of CPU.
 be familiar with the  list different categories of computers.
different categories of  compare and contrast different categories of
computers. computers.
 state the area of use for the each category of
computers.
 demonstrate knowledge  describe the use of input devices.
of input devices.  identify the uses of input devices.
 describe the use of specialised input devices.
 demonstrate knowledge  describe the use of output devices.
of output devices.  identify the uses of output devices.
 compare different types of printers suitable for
specific situations.
 compare the suitability of display devices for specific
situations.
 identify the suitability of output devices to specific
situations.
 demonstrate knowledge  describe data storage units.
of storage devices.  describe the difference between primary storage and
secondary storage.
 differentiate between types of memory.
 identify different types of secondary storage devices
with their associated media.
 identify the suitability of storage devices for specific
situations.
 demonstrate proper care  take good care of computer equipment.
and maintenance of  identify effects of negligence to equipment.
computer Equipment.  describe the effects of negligence to equipment.

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 SECTION 2

COMPUTER APPLICATIONS

TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Students should be able to: Students should be able to:
General and  demonstrate an  state the areas in which computers are used.
Commercial use understanding of the  identify a range of commercial and general data
use of computers in processing packages.
different situations.  describe how data processing is used in organisations.
 identify the use of computers in a range of scientific,
technical and industrial applications.
Monitoring and  show understanding of  list examples of monitoring and control systems.
control systems different monitoring  identify the implications of monitoring and control
and control systems. systems.
 identify how microprocessors are used in domestic
appliances.
 discuss how automation is used in day to day life.
 identify how microprocessors are used in industrial
processes.
 discuss how robotics is used in day to day life.
Artificial Intelligence  appreciate the use of AI  state the different features of an expert system.
(AI) in different situations.  list a range of AI applications.
 describe how organisations can use AI to make
decisions.
Other applications  be aware of the use of  describe and use Computer Aided Instruction (CAI).
computers in education  describe and use Computer Aided Learning (CAL).
and entertainment.  describe how computers are used in entertainment.

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Computer System  appreciate the need for  identify the need for data protection.
security and data data protection.  describe the ways in which data can be protected.
protection.  choose an appropriate method of security for specific
applications.
 outline the content of data protection legislation.
 state the implications of failing to comply with data
protection legislation.
 appreciate the need for  identify different types of computer crime.
computer systems  describe reasons why computer crime exists.
security.  state how data protection legislation fights against
computer crime.
 identify physical system security methods.
 explain the need for physical security systems.
 choose an appropriate security system.
 appreciate the need for  identify the need for backup procedures.
backing up data.  describe the methods used in backing up data.
 choose an appropriate backup procedure for different
applications.
 demonstrate the use of backup procedures.
 acquire knowledge of  identify the effects of viruses.
computer viruses.  identify ways of infection.
 describe methods of eradication.
 describe methods of protection against viruses.
Communications and  demonstrate knowledge  list a number of C&I systems.
information systems and understanding of a  describe a number of C&I systems.
(C&I) range of C&I systems.  state the purposes for which C&I systems are used.
 use a range of C&I systems.
 demonstrate an  describe the various communication services
understanding of available.
communication  describe the internet.
services.  describe the most common uses of the internet.
 identify required resources to access the internet.
 compare the intranet and internet.
 discuss the implications of using the internet.

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 SECTION 3

SOCIAL AND ECONOMIC IMPLICATIONS OF THE USE OF COMPUTERS

TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Students should be able to: Students should be able to:
Social Implications  be familiar with the  identify health risks associated using computers
of the use of positive and negative  practice proper safety precautions when using
Computers effects of computers on computers
people.  describe effects of computers on people.
 analyse the positive and negative effects on people.
Economic  be familiar with the  describe positive effects of using computers in
implications positive and negative organisations.
effects of computers on  analyse positive effects of using computers in
organisations. organisations.
 describe the negative effects of using computers in
organisations.
 analyse negative effects of using computers in
organisations.
 describe the needs for skills upgrading.
 outline the ways in which skills upgrading can be
achieved.

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 SECTION 4

SYSTEMS DEVELOPMENT LIFE CYCLE

TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTIVE

Students should be able to: Students should be able to:
System Development  acquire knowledge on  identify the problem.
Life Cycle conducting an initial  list system objectives.
study  state consequences of identified problems.
 be familiar with  identify and compare alternative solutions.
components of a  identify costs and benefits.
feasibility study report.  determine whether a solution is acceptable.
 determine whether a solution is technically feasible.
 propose a recommended solution.
 acquire knowledge and  describe data gathering techniques.
skills of analysing an  establish current data processing used.
existing system.  identify existing output.
 identify existing input used.
 identify current information storage facilities.
 describe the current system.
 state the strengths and weakness of current system.
 acquire knowledge to  list output requirement for recommended system.
design an information  list input requirement for recommended system.
system.  formulate file structure for the recommended system.
 determine storage requirement for recommended
system.
 describe processing for recommended system.
 identify system backup requirement.
 describe required validation and verification
techniques.
 identify hardware required.
 identify software required.
 identify an appropriate user interface.

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 acquire knowledge and  create a workable solution based on the recommended
skills of creating an system.
information system.  test the system for accuracy of input and output.
 produce the user documentation for the system.
 collate technical documentation for the system.
 acquire knowledge of  describe the various implementation strategies.
various implementation  identify an implementation strategy for the system.
strategies.  identify user training needs.
 show an understanding  review the system against initial objectives.
of how to evaluate and  update documentation in line with usage.
maintain an information  identify future development of the system.
system.  determine user support needs.

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 SECTION 5

PROGRAMMING CONCEPTS

TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTIVE

Students should be able to: Students should be able to:
Programming  demonstrate knowledge  describe structured programming techniques.
Concepts of programming  state the advantages of using structured programming
techniques. techniques.
 apply algorithm tools in  draw program flowcharts.
solving problems.  represent algorithms using pseudo code.
 check algorithm logic using trace table.
 describe the use of procedures/subroutines.
 outline the importance of program annotations.
 use annotation in pseudo code.
 show understanding of  state the differences between low level language and
different programming high level language.
languages.
 show understanding of  differentiate between program translators.
program translators.  state the benefits of using different program
translators.

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 SECTION 6

DATA AND FILE MANAGEMENT

TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTIVE

Students should be able to: Students should be able to:
Data and information  demonstrate knowledge  distinguish between analogue data and digital data.
of the data concepts.  identify the need for data converters.
 describe how data is represented in the computer.
 differentiate between data types
 suggest uses for different data types
 demonstrate knowledge  describe methods of data collection.
of data entry techniques.  describe methods of data capture.
 state the reasons for using codes.
 state advantages and disadvantages of different data
entry methods.
 identify suitable data entry methods for specific
situations.
 appreciate the use of  distinguish between verification and validation.
data entry checks.  state the importance of data entry checks.
 perform validation checks.
 understand the  differentiate between data and information.
relationship between  identify different ways presenting information.
data and information.
File organisation  show understanding of  distinguish between different file components.
files.  describe different types of file access with regard
tapes and discs.
 describe different type of files.

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 SECTION 7

SYSTEMS AND COMMUNICATIONS

TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTIVE

Students should be able to: Students should be able to:
Data communication  acquire knowledge and  define the network concepts.
understanding of  state the reasons for having networks.
network concepts.  list the disadvantages of having networks.
 identify the differences between LAN and WAN.
 show understanding of  describe the uses of communication hardware.
the use of  describe communication media.
communication  compare the suitability of data transmission methods
hardware. for specific situations.
 show understanding of  define the term protocol.
network protocols.  describe the need for network protocol.
 acquire knowledge of  describe with the aid of diagrams types of network
network topologies. topology.
 state advantages and disadvantage of network
topologies.
Systems  be familiar with the  distinguish between the different types of operating
different types of systems.
operating systems.  describe characteristics of real time system.
 identify applications suitable for real time system.
 state what a single user system is.
 state what a multi-user system is.
 explain how a multi-user system works.
 identify application suitable for multi-user systems.
 identify uses of data logging.
 describe a control system.
 identify the common features of a control system.
 identify areas of application of control systems.
 describe the minimum specification of a multimedia
system.
 describe areas of application of multimedia systems.

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 SECTION 8

PROJECT

Projects should be problem solving ideas of practical life applications. The solution should be computer based. Teachers
should be able to give necessary guidance and supervision to students in the choice and development of the project
through all stages. The project may be divided into the following areas:-

1. The Problem: – this is where the student studies a situation to gather information about the problem.
 Knowledge and understanding of the problem
 Analysis of the problem
 Evaluation of solutions to the problem

2. The Candidate’s Solution: - this is when the student actually develops a solution to the problem.
 The candidate’s solution of the problem
 Communication
 Analysis by the candidate
 Realisation
 User documentation
 Technical documentation
 Evaluation
 Technical Skill

It is important for all schools to conduct some internal moderation of the project work to ensure that all candidates are
assessed to a common standard. More information on the project will provided in the project guide.

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